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 lesson with lots of scaffolding based on adaptive teaching that help students understand how sociologists begin their research (e.g. what is meant by research design, hypothesis, research questions, aims , pilot study, the first two stages of research process and assessing its usefulness. Covers the following key terms: Research design, Hypothesis, Research questions, Research aims and Pilot study Makes links to key terms that students should have already covered the following key terms: Respondent, Response rate, Participants, Sociological research, Research process and Data Answers to all activities included resources can be found at the end of the 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

explores capitalism, profit, social class, ownership, interests, structuralism, conflict theories, exploitation, false consciousness and social relations of production as a way to introduce students to the main Marxist views and ideas. Includes answers for main activities Resources can be found at the end of the PPT. Made to meet the AQA spec but can be used (and edited if needed) for other exam boards

explores sex, gender, gender roles, patriarchy, gender inequality as a way to introduce students to the main feminist views of society and ideas. Includes answers for main activities 3 marker with a success criteria and student friendly mark-scheme Resources can be found at the end of the PPT (worksheet is in folder).** Made to meet the AQA spec but can be used (and edited if needed) for other exam boards

Explores value consensus, social order, biological/ organic analogy, structuralism, consensus theories and social cohesion as way of introducing students to the key main functionalist views and ideas. 3 marker with a success criteria and student friendly mark-scheme Includes answers for main activities Resources can be found at the end of the PPT. Made to meet the AQA spec but can be used (and edited if needed) for other specs

Explores, norms, values, culture, socialisation (primary/secondary) and social control, agencies and agents of socialisation and social control as an introduction to Sociology. Also looks at the importance of primary socialisation and the consequences of it inadequately performed. 3 marker with a success criteria and student friendly mark-scheme Resources can be found at the end of the PPT. Answers included for main activities Made to meet the AQA spec but can be used (and edited if needed for other spec)

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 COMES WITH FREE A-LEVEL HELP SHEET AND KEY TERM SHEET FOR TOPIC 1 & 2 **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 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 ‘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 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.

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 class identities. Cover the following key terms: Identity, Class identities, Habitus, Symboliccapital, Symbolic violence, Nike identities, Style performances Covers the following sociologists:Archer, Bourdieu, Ingram ANSWERS TO ALL ACTIVITIES INCLUDED Teaching to all pedagogical technique included 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. 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.

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