A complete lesson on victimology for Yr 13 Sociology students studying Crime and Deviance on the AQA specification. Layout of the lesson: Do now, quick recap questions on previous topic of punishment Handout recapping on situational, environmental and social and community crime prevention strategy to encourage recall and AfL The lesson then moves on to a MWB activity (recall) Getting started, exploring what a victim is and why it’s important to study them as well as their portrayal in the media. Definition of victim Discussion around the social construction of the ‘ideal victim’ Patterns of victimisation, handout available for students to explore patterns, answer concept questions and using this information, answer a 4 mark exam question. 4 mark exam question has a mark scheme to allow self-assessment Exploring the impact of victimisation, secondary victimisation and the fear of victimisation. Exploring victimology, both positivist victimology and critical victimology. Handout available for students to read over and answer 9 questions to check their knowledge and understanding. Plenary, 6 mark question on the reasons why victims may not report crimes with mark scheme available for self-assessment. If you do try out this lesson, please leave a review and share your thoughts on the lesson!

This revision guide covers the Perception unit for GCSE students following the AQA exam board. The revision guide covers the following: Key concepts established at the start of the booklet with potential short and long questions for each concept Key terms and different visual cues with definitions and examples illustrated Breakdown of key topics and studies Strengths and weaknesses identified of each topic and study Examples of different illusions with their explanations and images Matching up activity Application questions focussing on AO2 criteria Range of short and long exam questions Exam questions based on key studies such as Gregory and Gibson. Comparison activities between the two theories Research into how different aspects such as culture, emotion, motivation and expectations affect perception (AO1 + AO3) If you do try out this revision guide, check out our Research Method revision guide as well! Please do leave a review if you find this resource useful! :)

Attached is a full revision guide catered for GCSE Psychology students following the AQA exam board. The revision guide includes the following: Glossary, with examples Glossary on key terms when conducting research Breakdown of strengths and limitations of each research method Clear differences established e.g. between different design groups and variables Key term match up activity A range of short and long exam questions (3 and 9) Exam questions focussing on AO2 criteria with items Practice analysis whereby students work out the mean, mode and range to sets of data. If you do try this resource, please do leave a review and check out our perception revision guide!

Following the AQA Specification and guidance from the Webb, Westergaard, Trobe and Townend book (P217-222), a booklet exploring the different feminist perspectives. The booklet allows students to explore the perspectives, answer questions, identify examples and discuss strengths and limitations. 10 mark exam question on the final page of booklet.

Complete lesson on Gender - Subject Choice following the AQA exam board. Handouts included - recap on key terms Discussion questions and images on board Handout on subject choice with information from Ken Browne book and concept check questions for students to complete Key thinkers handout - page numbers on there from the orange Webb book

Attached is a completed lesson covering an introduction into Social Action Theories in the Theories & Methods unit under the AQA exam specification. The lesson covers the following: Do now - quick recap on the Marxist perspective. Answers available for students to self-assess Starter - ‘what do you think Social Action theory is all about’? encourages students to discuss and consider comparisons between structuralist theories and social action theories. Image of baby crying - illustrating the Social Action theory. While we all may look at the same image, we may attached different means to the image and this therefore shapes the interaction we have with others. This is illustrated by the use of the image. Class reading - information on social action theories with 4 questions. Answers included. Stop and think - students to consider the usefulness or contribution of social action theories to our understanding of society. This supports students when it comes to Theories & Methods 20 mark questions. Symbolic interactionism - this is explored further by looking at different symbols and their meanings. As well as this, the looking glass self is covered using the class teacher as an example. Concept check - students are tested on their understanding on the looking glass self. 4 answers to be answered and answers are on the slides. Practice 10 mark exam question - structure is available. Lesson also includes a handout covering labelling theory. This can be used for pre-learning homework for next lesson or as an additional if students finish lessons or incorporated as a stretch and challenge task. Lesson was planned mostly based on the Ken Browne book.

Here is a complete lesson on documents for AS Sociology students following the AQA exam board. The lesson starts with a quick ‘do now’, 2 questions based on the previous lesson (official statistics) A quick MWB recap on research methods and concepts. Definition of documents Quick discussing ‘why might we use documents in sociological research?’ Handout on the three types of documents - encouraging class reading. Handout with a range of documents whereby students have to identify which are public, private or historical and discuss the strengths and limitations to each document. Assessing the use of documents - covering authenticity, credibility, representativeness and meaning. Questions engaging students to explore each of the aspects mentioned above. Content analysis - definition provided for students and an activity whereby students have to apply content analysis to articles from the Guardian Concept check handout on content analysis for students to complete after

Attached is a complete lesson on Marxism in the Theories & Methods unit on the AQA exam board. The lesson covers and includes the following: Quick recap on what students remember about the Marxist perspective Introduction into Marxism, a handout which breaks down the key aspects of the Marxist perspective whereby students summarize or illustrate what each aspect is Difference between primitive communism and primitive capitalism. Exploring how the ruling class and subject class are different in many ways. There is a handout with 4 short questions to ensure AFL Base and Superstructure home illustration Focus on alienation - what the term is and how this impacts forced labour, commodities and workers. Students are encouraged to discuss in pairs before they are presented with the answers. Focus on exploitations Concept Check questions to ensure AFL AO3 of the Marxist perspective Short summary whereby students discuss the contribution of the Marxist perspective. Additional handout with key terms covering the Marxist perspective All handouts needed are included

A2 AQA A Level Sociology Beliefs in Society Lesson on Definitions of Religion. Do now - Key term match up Starter - Defining religion in own words Teacherled - Discussing and explaining different definitions. AFL - Concept check on definitions Studentled - Read over handout on different religions with questions to answer Video - Political systems AFL - Exam question (10 mark) HWK - Consolidation and research task All handouts included!

AQA specification - first lesson on class and achievement covering external factors such as material and cultural deprivation. Lesson structure: Do now on defining working class and middle class outline of A level Sociology course discussion questions on topics within education statement for students to discuss on class and achievement statistics on outcomes brainstorm activity pair task to discuss cultural deprivation factors (language, parent’s education, subcultures, use of income and discipline) for both working class and middle class images and key thinkers included, video to explain concepts for students. cultural deprivationists AO3 discussion on material deprivation through images and list of key thinkers. followed by handout on Bourdieu for his three types of capital along with concept check questions. AFL - MWB what key thinker argued what? cultural or material factors? exit ticket for students to complete.

Complete lesson following AQA A Level Sociology specification on External Factors on gender. Do now - recap on key thinkers on class and ethnicity Starter - statistics on the gender gap Main - students work in pairs to explain the different external factors and explain how they lead to achievement differences between boys and girls Main 2 - students go through the factors with teacher and add to their handout Main 3 - students complete consolidation handout - using information from Ken Browne textbook Plenary - 10 mark exam question with support sheet. Kahoot quiz available https://create.kahoot.it/share/gender-external-factors/5b0f6fb7-505a-4e6e-9ee2-a4ea760c85c7 Please contact if kahoot doesn’t work or need any support. Please kindly leave a review if you can :)

Here are two lessons on the interactionist approach on Crime & Deviance following the AQA specification for Yr 13 Sociology students. Please leave a review if you try out these two lessons! The first lesson will cover the interactionist/labelling explanation and the second lesson covers the effects of labelling. Lesson 1: Do now, recapping on key terms used in the interactionist/Social Action approach to studying society. This encourages students to actively recall concepts and prepare them for topics in this lesson. Title + LO’s and fun word of the day. Introduction to labelling, a few short questions to encourage students to discuss labelling and how we treat individuals who have been labelled. Slide displaying Banksy’s work. Opens the discussion on whether or not Banksy is a criminal or does he even get this label? Slide showing a number of crimes, allowing students to discuss who they think is a criminal or not. Looking at the social construction of crime. Introduction on Becker, handout with short questions available. Quick activity on Pillivan and Briar, discussing the judgements used by police officers when making arrests. Introduction to Cicourel, looking at two case studies and discussing the ‘negotiation of justice’ followed by a handout. Social construction of crime statistics, fill in the gap activity for students Quick AFL to end the lesson on MWB Lesson 2: Do now, recapping on last lesson. Quick 4 questions for students to answer in their books. For this part of the lesson, I did photocopy a section from the ‘sociology in pictures’ book but I don’t have an online copy Title + LO’s and fun word of the day Quick recap on MWB Based on reading from the Sociology book, students are to discuss moral entrepreneurs and answer the questions on the board. Moving on to the effects of labelling, discussing primary and secondary deviance (handout available) Applying their understanding to the study carried out by Young on the Notting Hill Hippies Explores the Mods and Rockers by Stanley Cohen Explores the Deviancy Amplifcation Spiral Two types of shaming proposed by Braithwaite Final section on labelling and the criminal justice system. Additional handout on a contemporary study available All handouts are available with BOTH lessons

Two complete lessons following the AQA specification. Lesson 1 covers the external factors which contribute to class differences in educational achievement. Lesson includes handouts, peer task, video and discussion questions for an introduction into education. Lesson 2 covers in the internal factors such as labelling, streaming and subcultures. Handouts included. Lesson includes short exam question with mark scheme. Please leave a review if you trial this lesson!