This pack contains a 30-slide PowerPoint presentation and accompanying 21-page student-booklet that covers the following: ** Starter task** Following a short reading task, student to answer questions about The Conventions of International Law Crime and Globalisation: re-cap 'Globalisaiton' 'How May Globalisation Change Crime'? task Castells 'forms of crime': Arms trafficking Sex Tourism Trafficking in Body Parts Cyber Crimes Green Crimes The Drug Trade international Tourism Smuggling Crime - supply and demand led: third world nations and the appeal of crime Risk Consciousness Ian Taylor and Left Realism Gobalisation changes patterns of crime 'Case Study: Bangladesh Factory Collapse [2013] Reading and comprehension task: Cimes of Globalisation, Rothe & Friedrichs Patterns of Criminal Organisation Winlow: Bouncers; Globalisation and de-industrialisation Hobbs and Dunnigham: GLOCAL systems Glenny: McMafia Case study: Oligarchs (reading, video task) Green Crime Examples of Green Crime - task Traditional Criminology Green Criminology Zemiology TWO Views of Harms Anthropocentric view Ecocentric view Green Crimes Primary Green Crimes Secondary Green Crimes Evaluation of Green Crimes

This pack contains a 20 slide PowerPoint and an accompanying 14-page handout/booklet that students complete during the lesson and for consolidation The lesson covers: IDEOLOGIES - Paper 2 - Beliefs in Society Starter: - Define ‘ideology’ -What is the FUNCTION of IDEOLOGIES in society? - How do IDEOLOGIES BENEFIT people/society? - How do IDEOLOGIES HARM people/society? Four functions of Ideology Problems presented by Ideologies Re-cap Marxism Ideology and Marx Ruiling class ideology Reinforces Class Conscioiusness Gramsci - - Hegemony Dual Consciousness Organic Intellectuals Nationalism Define the term, examples included Claims of nationalism Reading and summative task KARL MANNHEIM: IDEOLOGY & UTOPIA PARTIAL or ONE-SIDED WORLDVIEWS ideological Thought vs Utopian Thought Free Flowing Intelligencia Total World View Feminism and Ideology Reading and summative task Summary Slide Assessment is included in the booklet Sample answer/essay included in the booklet Final consolidation and mind-mapping activities also included in the booklet

This pack contains one 20-slide PowerPoint presentation, one booklet (to be completed by students; the booklet also contains several consolidation activities) and a starter task Lesson: Starter/Re-cap/revisiting activity - definitions of religion Age Gender Class Ethnicity For each of the four groups listed above there are 2-3 slides for each. The slides cover key arguments, contain graphs and statistics to support points, key terms are highlighted and theorists are cited. Consolidation activity - students to read one of four articles that cover each of the groups studied in the lesson. Each student annotated, draws out quotes and key arguments and then contributes to a group ‘wiki’ page. The ‘wiki’ page can be created in Teams, or it can be created on paper, shared with the teacher and then scanned in to one comprehensive revision resource.

This pack contains TWO Lesson Lesson1 - Religious Organisation and NRMs - accompanied by a 28 page booklet Lesson 2 - The Growth of NRMs - just the PowerPoint Lesson 2 - The Growth of NRMs is FREE - the lesson is an older version and does not have a booklet. However, the content is great and the lesson is of a high standard. **Lesson 1 covers: Starter / session 1 - ** Students are given an New Religious Movement - they then are to work in small groups to research the NRM in preparation for class presentations. - you are free to adapt and use this task as you see fit. RELIGIOUS ORGANISATIONS ERNST TROELTSCH ‘Sects and Churches’ Richard Neibuhr Denominations and Cults Each type of religious organisation is then explored in more detail: Sects Case study: The People’s Temple Denominations Case study data included in PP Cults NRMS / New Religious Movements World Rejecting World Accomidating World Affirming Evaluation of Wallis’ perspective Stark and Bainbrigde- Cults and Sects Definitions provided for CULT / Sect, and examples Audience Cults Client Cults Cultic Movements - Scientology mini-case study Assessment: The lesson / booklet contain several consolidation and revision activities. There is a 10-mark assessment attached to this PowerPoint/content that teachers can set as an in-class or homework assignment. Lesson 2 - Growth of NRMS covers: Margninality Relative Deprivation Social Change Self-identity The Dynamics of NRMS / How they Grow The Protestant effect Death of the leader Stark / Bainbridge - The Sectarian Cycle Schism Initial Fervour Denominatioanlism Establishment Further Schism Conversionist Sect Adventist Sect Globalisation post-Modernity individuals Consumerism Heelas - New Age & Modernity source of Identity Sense of certainty in a time of anomie

This pack contains a 16-slide Power-Point that introduces MARXISM, and an accompanying booklet. The pack also contains a a consolidation test to test student knowledge at the end of the session. The lessons introduces students to: * Definition of Marxism Marxism as a Conflict/Structural Theory How Marxism differs from Functionalism Tasks that explore the characteristics of the Proletariat / Bourgeois Discussion of the Super-structure Plenary/Consoldiation quiz - handout and responses provided There are TWO copies of the lesson - one formatted for MAC and one formatted for PC.

TES – Beliefs pack This pack contains a complete scheme of learning for the AQA – Sociology Paper 2 module: Beliefs in Society. The pack contains twelve [12] complete lessons – each lesson is fully animated, full of tasks, activities, assessment materials, assessment tasks and consolidation activities. All lessons are accompanied by a handout/booklet that students can use during the teaching of the sessions. Documentary recommendations are included, as well as links to further reading and suggested materials for engaging students outside of the classroom. The sub-topics covered are: 1 – Definitions of Religion - https://www.tes.com/teaching-resource/resource-12774527 2 – Feminist View of Religion https://www.tes.com/teaching-resource/feminist-view-of-religion-sociology-12701674 3 – Functionalist View of Religion - https://www.tes.com/teaching-resource/resource-12774533 4 – Marxist View of Religion https://www.tes.com/teaching-resource/the-marxist-perspective-of-religion-12739724 5 – Social Change and the Conservative View[https://www.tes.com/teaching-resource/religion-force-for-change-or-conservative-force-12701703 6 – Religious Organisations and New Religious Movements - https://www.tes.com/teaching-resource/resource-12858285 7 – Secularisation -https://www.tes.com/teaching-resource/resource-12858297 8 – Alternatives to Secularisation https://www.tes.com/teaching-resource/aqa-sociology-alternatives-to-secularisation-full-lesson-12766222 9 – Religion and Social Groups https://www.tes.com/teaching-resource/aqa-sociology-religion-and-social-groups-12769375 10 – Science as a Belief System https://www.tes.com/teaching-resource/aqa-sociology-paper-2-religion-as-a-belief-system-12773915 11 – Religion in a Global Context https://www.tes.com/teaching-resource/resource-12858303 12 – Religion and Ideology https://www.tes.com/teaching-resource/aqa-sociology-religion-and-ideology-12774148

This pack contains a complete scheme of lessons for the AQA Paper 3 - Crime and Deviance module. review of my resources: "Great, core content presented in an engaging manner. I hope you are planning to add the rest of the crime module. Thanks." you can read the content of each lesson and view screenshots of all lessons by clicking on the relevant links below: The pack contains the following lessons, student booklets and additional resources If you have any additional questions, please email me at: matthew.oregan@hughbaird.ac.uk Lesson 1- Introduction to Crime and Deviance: https://www.tes.com/teaching-resource/resource-12790066 Lesson2 - The Functionalist view of Crime and Deviance: https://www.tes.com/teaching-resource/aqa-sociology-functionalist-view-of-crime-and-deviance-12785758 Lesson 3 - Subcultureal theories of Crime and Deviance https://www.tes.com/teaching-resource/resource-12858247 Lesson 4 - Conflict Theories of Crime and Deviance https://www.tes.com/teaching-resource/resource-12790478 Lesson 5 - Realist Theories of Crime and Deviance - https://www.tes.com/teaching-resource/resource-12790783 Lesson 6 - Labelling Theories of Crime and Deviance: https://www.tes.com/teaching-resource/resource-12795795 Lesson 7 - Crime and The Media, Moral Panics https://www.tes.com/teaching-resource/resource-12807680 Lesson 8 & 9 - Crime and Gender - https://www.tes.com/teaching-resource/resource-12808582 Lesson 10 - Crime: Globalisation & Green Crimes https://www.tes.com/teaching-resource/resource-12847020 Lesson 11 - Human Rights and State Crime https://www.tes.com/teaching-resource/resource-12847756 Lesson 12 - Crime Prevention, Control and Punishment - https://www.tes.com/teaching-resource/resource-12857652 **Each topic is called a ‘lesson’ e.g. Lesson 2 - Functionalist View of Crime - however, the PowerPoint are not designed to be taught in one session. Some will take an entire weeks worth of lesson time, others less. ** The resources here cover the entire Crime and Deviance module and will take a complete term to teach

This pack contains an entire scheme of learning for the **AQA Sociology: Education **topic There are over 50 resources in this pack: The pack contains lesson PowerPoints, handouts, work booklets, assessment materials and activities for all of the following areas: Introduction to Education Funcationalist Approach to Education Marxist Approach to Education Social Class and Achievement Gender and Education - boys, girls Ethnicity and Education Social Policy **I have included several screenshots of lessons to give an idea of the quality and style of the resources. ** Each lesson and handout has been designed with students in mind - they are colourful, full of images, interesting tasks and are engaging for learners. There are a variety of approaches used across the scheme, as well as a variety of assessment activities. Every single lesson has an accompanying booklet for students to fill in during lessons. Sample responses, past paper questions, additional reading, documentary recommendations, and more are contained within the lessons.

This pack contains a 20-slide PowerPoint and accompanying booklet. The lesson is the first in a series of lessons designed to cover ‘Beliefs in Society’ module of AQA’s Paper 2. The lesson covers: Starter students asked to define religion Students asked to identify religious symbols - discussion of what students already know about selected global religions [mainstream and NRMs] Debate: Is religion a force for good or force for evil in the world? Benefits and Drawbacks of religion Discussion of ‘Why we are studying Religion’ What is Religion? Substantive Definition Functional Definition Constructionist Definition All three definitions are explored in detail. The strengths and limitations of each definition are discussed in a task Summary Assessment - 10 mark question Planning activity included

This pack contains: A 45-slide PowerPoint presentation This lesson covers: Re-cap of Post Modern theory Definition, Grand Narratives and institutional power Starter Task - students discuss and share their experiences with religion in 21st century Two slides discussing the over-arching criticism of Secularisation Theory Religious Market Theory & Theories of Late Modernity and Post-Modernism -Grace Davie: From Obligation to Consumption - defined and discussed, examples provided to enhance understaning Believing without Belonging Vicarious Religion & The Spiritual Health Service Critics of Davie: Steve Bruce, Voas and Crocket, Abby Day Cultural Amnesia & Spiritual Shopping Danielle Hervieu-Leger: Pilgrims vs. Converts Post Modern Religion Globalisation and its impact on religion Desembedded religion Religion online and Online Religion - reading, note taking and discussion task Religious Consumerism & The Sphere of Consumption Religious Consumerism Religious Disenchantment Reading and assessment task: New Age Religions Self-Religion and Sheilaism - video resource, reading task Task: students given tenants of major religions as well as tenants of some global religions. Students use their phones and this data to create their own ‘commandments’ Religious Market Theory Are humans inherently religious? Religion as a Compensator American Vs. Europe Supply Led Religion Televagelism explored Critiques of Religious Market Theory: Bruce, Norris and Inglehart, Beckford Existential Security Theory People from poorer societies/nations are much more likely to be religious that people from richer societies/nations. Comparison made between Burundi (poorest nation on Earth) and Germany (one of the wealthiest) Norris and Inglehart: Existential Security Poor societies vs rich societies Case Study: Uruguay Booklet The booklet is 28 pages long The book contains a combination of note taking, gapped sections, tasks A two-page linear, bulletpointed list of key facts, dates and developments that will help students understand the process of seculariation and rise of alternative religions Several consolidation activities aimed to help learners of all learning styles.

This pack contains one lesson and one accompanying handout that covers AQA year 13 SOCIOLOGY - Feminist View of Religion The lesson covers: Evidence of patriarchy in religion What would Liberal/Radical/Marxist feminists think about religion task Answers to previous question Research tasks - evidence of patriarchal ideologies in religion Four categories are given for the research task Consolidation from task Evaluation of feminist view: Karen Armstrong, Nawal El Saadawi, Linda Woodhead, Sophie Gilliat Ray Elisabth Brusco, Secular society Assessment - 10 mark question set The booklet is detailed, contains additional content and further reading. Students will complete the handout during the lesson and write their assessment in the same book.

This pack contains a PowerPoint presentation and accompanying booklet. The lesson covers: Task / in-class debate: Is religion a force for change, or a conservative force? Task - re-cap of Functionalist, Marxist and Feminist view of religion Religion as a force for change: Max Weber and Calvinism Predestination Asceticism Hinduism Confucianism Evaluation of Weber’s perspective Consolidation Task - answer writing Task: Research for presentation The accompanying booklet contains additional content (essays, cartoons and additional consolidation activities)

This pack contains one 18-slide lesson and one handout that cover the following: Starter - Dissecting Marx’s ‘Opium of the people’ quote Religion as an Ideological State Apparatus Religion and class / prosperity Theology Task - using quotes from major religions, students are to explain their use and link them to the Marxist perspective Spiritual Gin / Lenin Alienation Critiques of the Marxist perspective of Religion Classical vs Neo Marxist perspective Brief overview of Ernst Bloch and Dual Characteristics Brief overview of Otto Maduro & Religion as a Revolutionary Force

This pack contains a 40-slide PowerPoint presentation, a 24-page student booklet, and several other resources to be used in the session. The lesson covers: Starter - student experiences with crime and deviance in media Media Representation of Crime and Deviance overview: (1 slide on each of these topics:) Violence and Sex Crimes Media representation of victims Media exaggeration of certain crimes Media exaggeration of risk to victims Crime represented as a series of events Media overplay extraordinary crimes Dramatic Fallacy Soothill & Walby: the Balaclava Rapist / exaggeration of criminal acts New Values and Coverage Mediation of Crime / Crime as a social construct Selection / Organisation /Focus Task - students read Sky News article covering the mugging of Sajid Javid and analyse the use of langauge, exaggeration of crime, idelogical underpinning of this media report (the entire article is broken down in the PowerPoint (see screenshots for examples) News Values Fictional Representations of Crime: Surette [1998] – Fictional representations of crime, criminals and victims are the opposite of the official statistics. Immitaiton Arousal Desensitisation Transmission of Knowledge Stimulating Desire PROTRAYING THE POLICE AS INCOMPETENT or CORRUPT BY GLAMOURISING OFFENDING Evaluation of Fictional Representations of Crime Reading task - students read extract from the ‘Myth of Media Violence’ study and compare the findings to what we have covered in the lesson FEAR OF CRIME: Distortion of crime in the media RELATIVE DEPRIVATION AND CRIME Left Realist view Cultural Criminology Cultural Criminology with examples Global Cyber Crime The PowerPoint has a short ‘Moral Panics’ lesson attached to it. The slides are not to the same standard as the content listed above and have been included free of charge. I have covered Moral Panics in a more depth and with better resources in a previous Crimes and Deviance lesson pack: https://www.tes.com/teaching-resource/aqa-sociology-paper-3-conflict-theories-of-crime-and-deviance-12790478 Tasks are included throughout the lesson and student knowledge is tested throughout the session. The student booklet is to be filled in and completed during the lesson.

AQA SOCIOLOGY – PAPER 3 CRIME & DEVIANCE – GENDER AND CRIME [TWO LESSONS] This pack contains TWO lessons that cover CRIME & DEVIANCE: GENDER Each lesson comes with accompanying student booklet that can be filled in during the lesson as you teach Lesson 1 is a 33-slide PowerPoint that covers: Starter Task - Gender and Crime Students given time to discuss and feedback their intial views of Crime and gender Starting points - general differences between men, women and their realtionship with crime Gender Patterns in Crime [general statistics] Do Women Commit Less Crime? Chivalry test Evidence for the Chivalry Thesis Evidence against the Chivalry Thesis Self-report questionnaire - example and task/activity Bias Against Women Feminist Rejection of Chivalry Thesis Issue developed and discussed with students Quotes and views of prominent men in positions of power are provided to inspire discussion amongst students Explaining Female Crime Sex Role Theory Patriarchal Control Theory Control at home Control at Work Control in Public Liberation Theory Carlen: Class and Gender Deals The Class Deal The Gender Deal Evaluation of arguements covered in this PowerPoint Lesson 2 is a 24-slide PowerPoint presentation that covers: Liberation Thesis Alder [75] Development of Alder's ideas Case Study: Elizabeth Holmes and Theranos Critiques of Liberation Thesis Women and Violent Crime Hand and Dodd Rise of arrests for female violence ‘Widening the net’ Rise of Ladettes Self Fulfilling Prophecy Gender and Victimisation Key statistics: Homicide Victims, Victims of Violence Why do Women Commit Crime? Student discussion Hegemonic Masculinity Subordinated Masculinities Messerschmidt: White middle class man White working class men Black working class men Critiques of Messerschmidt Winlow: Postmodernity, Masculinity and Crime Globalisation and DeIndustrialisation Topic Summary Consolidation / assessment quiz Questions and answers provided

This pack contains a 28-slide PowerPoint presentation and an accompanying 18-page student booklet. The lesson covers: Starter - Strain Theory - RE-CAP [this is an option part of the lesson] Structural vs. Cultural factors Albert Cohen What is a ‘sub culture’ Status Frustration Evaluation of Strain Theory Illegitimate Opportunity Structures Cloward & Ohlin Criminal subcultures Conflict subcultures Retreatist subcultures Case study: The Chicago School Reading / comprehension task terms covered by this task: Cultural transition theory, Differential associated theory, Social disorganisation theory Evaluation / critiques of Illegitimate Opportunity Structures Walter B. Miller - SIX Focal Concerns Each of the six are defined and feed in to a student task: Excitement Smartness Trouble Fatalism Toughness Autonomy Task - watch the music video for '*Ill Manors = Plan B* an d read the lyrics - students are to identify how the song addresses the focal concerns, and expresses the frusrations felt by working class groups, and why this frustration will lead to crime e.g. "Who closed down the community centre, I used to be a member, I used to kill time there, what will I do now till September? Schools out, rules out, get your bl**dy tools out" I found this task to be very useful as it is contemporary, British and speaks to all of the issues raised by Miller et al. ** This task can be cut out of the lesson if not needed. ** David Matza - Delinquency and Drift Mesner & Rosenfeld - Illegitimate Opportunity Structures Short reading/comphrension task on Illegitimate Opportunity Structures Assessment: 4 and 6 mark questions for students to plan and write responses to. Mark scheme / sample answer information provided to help students understand the expected outcomes of these types of questions The booklet contains additional assessment and revision materials

This pack contains a 20-question multiple choice quiz that will test your students knowledge and understanding of RESEARCH METHODS The quiz is perfect for a Starter Task/Plenary when you reach the end of the RESEARCH METHODS module

This pack contains a 16-slide Power-Point that introduces FEMINISM, and an accompanying booklet. The lessons introduces students to: * Definition of Feminism Class discussion: what do students already know? What is their understanding of feminism? Discussion and definition of Patriarchy Feminism as a Structural/Conflict theory Brief history of Feminism - tasks included “Good Wife Guide” Equal Pay Act Contraceptive pill Feminism in the 70s, 80s Women in the media Bechdel Test Plenary: task and discussion There are TWO copies of the lesson - one formatted for MAC and one formatted for PC.

This pack contains a 12-slide PowerPoint presentation and accompanying student booklet This lesson is designed to be student led and contains a student presentation task - the price of this pack reflects this Contents: Starter Students to discuss attitudes towards crime, punishment, government policy REALISM vs SOCIAL CONSTRUCTIONISM - defined REALISM - definition expanded upon RIGHT REALISM Define, examples and short video summarising Charles Murray's perspective LEFT REALISM Define, examples and a short video Presentation tasks Each group will produce a poster presentation on one of the following: RIGHT REALISM – CAUSES OF CRIME RIGHT REALISM – SOLUTIONS TO CRIME LEFT REALISM – CAUSES OF CRIME LEFT REALISM – SOLUTIONS TO CRIME Your presentation must include KEY CONCEPTS, CLEAR EXPLANATIONS, NAMED RESEARCH and an EVALUATION

This is a comprenhsive and detailed look at the Functionalist view of Education. All resources are colourful, supported with image and video resources and are engaging for year 12 and 13 students. They offer lots of discussion points. This pack contains 46-slide PowerPoint presentation (one formatted for for PC and one for Mac) Student booklet to accompany lessons Sample response Mark scheme Assessment materials Built in assessment Content: Re-cap of Funcationalism - starter The Funcation of education Brief history of education in the UK - discussion of the Industrial Revolution as a pivot point Durkheim: Transmission of norms/values Social Solidarity Talcott Parsons: Focal Socialising Agent Paticularistic/Ascribed standards and Universalistic Standards The Bridge School as a meritocracy Points for and against this argument David and Moore: Selection and Role Allocation / Inequality is necessary Built in assessment, planning, writing and marking exercises. This resource pack is comprehensive.