This pack covers and contains: an introduction to the Research Methods in Context exam question Re-cap of Research Methods key terms/factors Exemplar question - task and teacher led discussion of how to answer the question Exemplar question - task; students to repeat the previous task using another question Sample response anlaysis task Extended Research Methods in Context plenary activities Assessment that can be set as homework (with sample answer) In-depth student handout - gapped section, re-cap of Research Methods, activities and sample response(s) Methods in Context textbook scans Methods in context CRIB SHEET All resources needed

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 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 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 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 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 23-slide PowerPoint and a 27-page student booklet. The lesson covers: Starter: Labelling task - students add ‘labels’ to different groups in society Feedback and discussion Introducing: Labelling Theory of C&D Case study: David Lammy: Hoodies - short video of MP D. Lammy discussing the different labels that are applied to him Who Gets Labelled? Cicourel [86] - The Negotiation of Justice / Class Bias examples of class and ethnic bias are presented and can be discussed The Negotiation of Justice / Class Bias Case study - discussion of the Racial Disparity In Sentencing study Students are presented with the findings of the report and are given time to discuss Effects of Labelling Primary Deviance Secondary Deviance Jock Young - discussion and critique Deviance Amplification Spiral 'Mods and Rockers' video and feedback task Reading/consolidation task Jon Ronson - "So, You've Been Publically Shamed" video and dicusssion John Braithwaite Degenerative Shaming Reinterogative Shaming Evaluation of Labelling Theory Booklet - contains several articles, tasks and assessment tasks. 30-mark exam question included and could be set to as homework / used as the basic for a planning/exam skills session.

This pack contains a 36 slide PowerPoint presentation and an accompanying 12-page student booklet The lesson covers: Starter - most common crimes in the UK** ** Task: Pick ONE of these crimes and develop strategies to reduce instances of it **Starter 2 - discussion: what can be done to prevent crimes?** ** Situational Crime Prevention** Three features of SCP Ron Clarke Case study: New York Port Authority Bus Terminal Displacement Spatial Temporal Target Tactical Functional ** Evaluation of Displacement ** Environmental Crime Prevention Wilson and Kelling: Broken Windows case study - reading task ** Social and Community Crime Prevention** Perry Pre-School Report Evaluation of Social and Community Crime Prevention Surveillance Defintion Two type of surveillance Sovereign Power Disciplinary Power The Panopticon Evaluation of Michel Foucault CCTV Cameras Synopticon **Acurial Justice and Risk Management ** Feely and Simon Risk Factors **Punishment** Task - pick and crime and discussion 1 - existing punishments, 2 - additional punishments students think are appropriate - this can be developed in to a larger debate about the role of punishment/rehabilitation in society Two justifications for punishment: Crime reduction Retribution ** Funcitonalist view of punishment [overview] Marxist view of punishment [overview]** ** Imprisonment Today** Recidivism ** Imprisonment today** Mass Incarcertation in ther USA ** Transcarceration Alterantives to prison **

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 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 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 35-page PowerPoint presentation and an accompanying booklet that students can fill in as you teach. The pack also contains a sample answer and a seperate mock-question assessment task. The PowerPoint covers: Starter Task - Students view on religion and science; similarities, differences, types of knowledge-claims made by each side Faith in Science Manufactured Risks Cognitive Power Karl Popper - Open Belief Systems The Scientific Method The Principle of Falsification 10 min in-class summative writing task Robert Merton - CUDOS / Norms Science as a tool for society Explaination of how the Protestant Reformation led to the rise of scientific thinking CUDOS - task - students create their own list of ethics CUDOS - define and explore the ethical criteria Closed Belief Systems: Define and expain Case Study - Witchcraft Amongst Azande Peoples Michael Polanyi - Circularity - Subsidary Evidence - Denial of Legitimacy to Rivals - Paradigms - discussion of Velikovsky - Paradigm Shifts - Reading task - Paradigm shifts and Scientific Revolution Interpretivist View of Science Students asked to justtify their ‘belief’ in several scientific concepts Karin Knorr-Cetina - Paradigms Steve Woolgar and LGM (LIttle Green Men} Marxist and Feminist View of Science Definitions Short reading task Reflection and consolidation task Post-Modernist View of Science Manufactured Risks Techno-science Plenary - Consolidation activities Sample answer - read and annotate Planning and write a response to an exam question

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 a 39 slide PowerPoint and a student booklet. The lesson covers: Starter task - student perceptions of ethnicity in education Overview of Internal and External factors Tony Sewel - Fathers, Gangs, Culture Asian Families; Asian work ethnic, resistance to racism White Working Class Families Critiques of Cultural Deprivation theory Material Deprivation and Class Racism in Wider Society Case study: racism in wider society Documentary analysis: David Harwood’s “Will Britain Ever Have a Black Prime Minister?”

This pack contains a 56-slide PowerPoint and accompanying 25-page student booklet The pack also contains a 2-page condensed overview of this topic - great exam planning resource! This lesson covers: Starter task - questions design to engage debate and dicussion of the topic Starter task 2 - video short videos that lay out arguments explaining ethnic differences in crime (Akala, Secret Policeman: Racism in the Police) Ethnicity and Crime - Victim surveys types of data produced / limitations Self-Report Studies types of data produced / limitations - Intra-ethnic crimes Evaluation of both Self Report / Victim surveys Ethnicity , Racism and the Justice System Reading tasks - students read short paragraphs and make notes on issues within the Criminal Justice System: Policing Stop and Search Arrests and Cautions Prosecution and Trials Convictions and Sentencing Prisons Explaining the differences in Offending Overview of differneces in ethnic offending Left Realist view Relative Deprivation Marginalisation Subcultures Critiques of Left Realist View Neo-Marxist view: Paul Willis, Paul Gilroy Gilory - Crimes of Resistance / criminalisation of certain crimes Stuart Hall - Policing the Crisis Failure of British Capitalism in the 1970s - ruling class response and criminalisation of certain groups MOral Panics Evaluation and critique of Hall's ideas More Recent Approaches Neighbourhoods Ethnicity and Victimisation Racial victimisation Case study: Stephen Lawrence Case study: Anthony Walker Detail of statistics that show racial victimisation is a significant issues in Britain Assessment: 30-mark assessment question The booklet contains gapped sections, note taking and other activities. There is space in the handout for the assessment; planning activity, copy of moderators report for this question.

This pack contains a 64-slide PowerPoint presentation and 40 page student booklet The lesson offers comprehensive coverage of CONFLICT THEORIES OF CRIME & DEVIANCE and contains the following: Starter Re-cap of Marxism and the Marxist Structure The Traditional Marxist Perspective of Crime and Deviance Marxist view of Crime Working Class Crime types of crimes committed by the WC Poverty, Utilitarian Crimes, Alienation Crimes of the middle-class Corporate Crimes White Collar Crimes *** Elite Deviance** *** White Collar vs Corporate Crimes** Laws Reflect the needs/values of the Ruling Classes Ideological Functions of the Law Corporate Law - case study: 2007 Corporate Homicide Case Mid-lesson plenary/summary task - 8 questions designed to test students learning so far **Law Enforcement and Punishment ** Benefits Street - viewing and note taking task Evaluation of the Marxist View of Crime **Mid-lesson Consildation Activities: ** Mind-mapping and articles to be read/annotated **Neo-Marxist View of Crime ** Fully Social Theory of Deviance Stuart Hall - Neo-Marxist Views of Crime Moral Panics - tasks, examples and activities New Left Realism Jack Young Flaws in this perspective Crimes of the Powerful Reiman & Leighton; The Rich Get Richer and The Poor Get Prison What is White Collar Crime? Occupational Crimes Corporate Crimes The scale and types of Corporate Crime ** Abuse of Trust ** Harold Shipman case study - tasks Case Study: Abuse of trust by the Police ** Invisibility of Corporate Crimes** Reading task / Q*A ** Explanation of Corporate Crimes** Strain Theory summary Differential Association summary Labelling Theory summary Marxism summary Summary of Conflict Theory The booklet is to be filled in by students in the lesson. It contains all of the other resources needed i.e. articles, images, spaces to complete tasks, etc. The PowerPoint is comprehensive but is also broken up in to smaller, managable sections. You are free to chop the PowerPoint up in to several smaller sessions and share with learners if that would suit your approach.

This lesson covers Educational achievement and Social Class The lesson is 38 slides long and covers: (approx one week of lesson time) This pack contains a complete 36 lesson PowerPoint presentation, accompanying student handout, text book scans needed for task, sample response, mark scheme and an article covering Basil Bernstein’s Restricted/Elaborated Codes The lesson covers: Starter - middle class vs. working class achievement External factors Cultural Deprivation: language, parents’ education, working class sub-cultures Speech codes: Restricted/Elaborated Parents education: parenting style, educational behaviours Cultural Deprivation - working-class sub-cultures Bary Sugarman Myth of Cultural Deprivation Material Deprivation and Poverty Cultural Capital / Pierre Bourdieu Summary Assessment

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 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 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.