I am an A Level tutor who teaches Film Studies A Level & G.C.S.E., Sociology A Level, E.P.Q., English Language G.C.S.E.
*PLEASE REVIEW*
I complete schemes of work for each of my courses and aim to upload as many resources as I can in the near future. If you like my work and would like to request a resource, please let me know and I will produce what you need.
I produce video resources here:
https://www.youtube.com/channel/UC31WbZO2OQW3Ul108I0QUmw
I am an A Level tutor who teaches Film Studies A Level & G.C.S.E., Sociology A Level, E.P.Q., English Language G.C.S.E.
*PLEASE REVIEW*
I complete schemes of work for each of my courses and aim to upload as many resources as I can in the near future. If you like my work and would like to request a resource, please let me know and I will produce what you need.
I produce video resources here:
https://www.youtube.com/channel/UC31WbZO2OQW3Ul108I0QUmw
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 PowerPoint addresses representation of ethnicity and race in Blade Runner (Scott, 1982).
The lesson covers:
Whiteness in Blade Runner
Techno-fascism
Replicants - ubermensch, and analogue for US slave trade
Asian culture and characters - Use of Asian cultural symbols in the city
othernesses
Other as exotic
Representation of Latino/hispanic characters
Essay structure/note taking handout
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
These English G.C.S.E. resources have been designed for the AQA speciation.
This PAPER 1 SECTION B session follows this format:
1 – Starter tasks: VOCAB expansion: learning, defining, and finding synonyms for new words
2 – SPAG Focus: Using question marks
4 – Questions 5- break down and discussion
5 – Exam focus activities: Planning a response (5 mini activities using stimulus materials)
7 – Task/assessment activities: Story writing / descriptions
8 – Plenary activities: vocab test
Each lesson is accompanied by a work-booklet and additional handouts for the SPAG activities.
**This pack contains one 23-slide PowerPoint that teaches how to answer this question using Pulp Fiction as the chosen film.
One 12-page booklet - note taking, fill in the gaps, analysis, detailed slides and essay planning document. **
Explore how far cinematography contributes to the experimental nature of your chosen film or films. [20]
every analysis task comes with multiple slides breaking down the scenes and provide guidane for essay writing
Lesson covers:
Starter - Re-cap of conventional/mainstream American cinema approach to camera
Short Martin Scorsese/ history of the Hollywood style - documentary extract and tasks
Explanation of the ‘formal’ approach to cinematography - with examples
Discussion of Tarantino’s most common ‘experimental’ uses of camera - with examples from the film
How to write an introduction to the question - writing task
Part 1 - 'using the camera to restrict information and create active spectators.
The ‘Trunk shot’
Part 2 - Subversion of conventional approach / experimenting with scene construction
Analysis of scene from Fast and Furious 7 -
Comparative analysis of the ‘Marcellus meets Butch’ scene from the film
Part 3 - French New Wave: camera in service of the characters, not narrative
Analysis - scene from Breathless
Analysis - comparison to final scene from the film
Detailed visual breakdown of the final sequence
Plenary/assessment:
Read exemplar essay
Review and re-write activity
optional research task
Essay planning activity [with booklet]
Mark scheme
This pack contains TWO lessons.
Lesson 1 - Social Context &
Intro to film and module
Review of past paper questions - these are used to structure the entire session and all students will be able to answer the questions by the end of the session
Film’s genre and director/stars
Genre
Series of key scene analysis tasks covering: genre, CHARACTER TYPES
Lesson 2 - Production Context
What is ‘Production Context’
Review of past paper questions - these are used to structure the entire session and all students will be able to answer the questions by the end of the session
How to compare the films directly
Social context: 80s, latch-key kids, Booming economy, new understanding of ‘teenagers’, teens re-positioned as important consumers
Reaganism and rise of patriotic attitudes in the USA
John Hughes; Auteur
Example exam questions, tasks
Students are guided through the response and analysis needed for each question
Assessment task and essay plan included in PowerPoint
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.
This is a comprenhsive and detailed look at the MARXIST 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
34-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 The Function of education
Overview of Marxist view of education
Two class system
Class conflict
Video examples of class conflict to foster discussion and debate
Marxist view - compare to Functionalist view
The Myth of Meritocracy
Louis Althusser
Ideological State Apparatus
Education reproduces, legitimates inequality
Bowles and Ginit
Producing the next generation of labour power
The Correspondence Principal
Paul Willis - Learning to Labour
Plenary and assessment activities included.
Built in assessment, planning, writing and marking exercises.
This resource pack is comprehensive.
**This pack contains 7 lessons designed for AQA’s English Language Paper 1 **
Each lesson comes with:
- PowerPoint presentation
- Tasks handout
- Digital copies of the text that is used in the session
Each lesson follows the same format, which is outlined below:
Starter Task: definitions and synonyms (students to define words, find synonyms and then write one sentence using as many of their new words as they can)
SP&G focus: short task based around ONE SP&G area:
- Lesson 1- Using Commas
- Lesson 2 - Using apostrophes
- Lesson 3 - Using capital letters
- Lesson 4 - Parts of Speech: nouns and prepositions
- Lesson 5 - Parts of Speech: verbs and pronouns
- Lesson 6 - Parts of Speech: positioning the reader
- Lesson 7- Parts of Speech: homophones
Each SP&G focus section contains a video, task and consolidation activity
Paper 1 - question 1 practice
The sample tests covered in these 7 lessons are:
The Thirty Nine Steps by John Buchan
The Cuckoo’s Calling by Robert Galbraith
The Road by Cormac McCarthy
The Strange Case of Mr. Jekyll & Mr. Hyde by Robert Louis Stevenson
Dracula by Bram Stoker
The Wizard of Oz by L. Frank Baum
The Hobbit - J.R.R. Tolkien
Paper 1 - question 2 practice - analysis
- The question is discussed and then a series of tasks are available. How to answer the question, how to structure responses, how to break down the text, task, assessment.
Paper 1 - question 3 practice
The question is discussed and then a series of tasks are available. How to answer the question, how to structure responses, how to break down the text, task, assessment.
Paper 1 - question 4 practice
The question is discussed and then a series of tasks are available. How to answer the question, how to structure responses, how to break down the text, task, assessment.
Plenary Tasks -
reflection on the session. Target setting for next session.