Description allows students to recap the key terms and sociologists covered in the education unit and apply this to exam questions. Goes through the different types of 4 marker (excluding research methods 4 markers) students can be asked. ANSWERS TO MOST ACTIVITIES

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand what impact might marketisation have had on British education system ( define marketisation, the impact of the 1988 Education Reform act on the British education system and the policies it brought about). Includes ‘teaching to all’ pedagogical technique   Cover the following key terms: Marketisation Marketisation of education Market forces (extension) Privatisation (of education) Covers the following reforms: 1988 Education Reform Act Covers the following policies: League tables Ofsted reports Academies Free schools Specialist schools Open enrolment Business sponsorship   ANSWERS TO ALL MAIN ACTIVITIES INCLUDED . Key terms students should know that link: Education reform/ policy Labelling, Streaming, Setting, Banding, Academies, Free-schools, Differences in achievement (class, gender, ethnicity), Internal vs External factors, Local Education Authority (LEA), Social processes RESOURCES CAN BE FOUND AT THE END OF PPT

Detailed student led lesson on the New Right critique and view of the purpose state education adapted to stretch and challenge the most able whilst scaffolding to allow pupils who need support the opportunity to access higher level thinking. Covers the following key terms: Neo-liberalism The New Right Conservatives Voucher system One-size-fits-all approach League tables Ofsted reports National curriculum Marketisation Privatisation  Academies Free schools State schools Social policies Covers the following key sociologists: Chubb and Moe 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 BRIEF ANSWERS TO THE MAIN ACTIVITY INCLUDED NOTES -RESOURCES CAN BE FOUND AT THE END OF THE PPT.

Detailed and differentiated (up and down), student led lesson that explores labelling, streaming, differentiation, polarisation, anti-school subcultures, pro-school subcultures, pupil subculture, A-C ecnonomy, educational triage to enable students to understand the role of streaming and pupil subcultures in causing class differences in achievement/ working-class underachievement/ middle-class achievement. Also covers and supports students in answering 4/6 markers using a success criteria and student-friendly mark-schemes. ANSWERS TO MAIN ACTIVITIES AND EXAM QUESTIONS ARE INCLUDED **COMES WITH FREE A-LEVEL HELP SHEET AND KEY TERM SHEET FOR TOPIC 1 & 2 **ANSWERS TO MAIN ACTIVITIES INCLUDED **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 Marxists Althusser, Zaretsky and Engels’ views and functions of the family. Lesson explores the concepts: Marxist Warm Bath Theory, Monogamy , The monogamous nuclear family , Unit of consumption, Pester power, ideology, ideological function, false consciousness Lesson makes links to general Marxist key terms and other family key terms that students might have previously been taught. Main activities makes reference to AQA A-level Book 1 by Townsend Includes exam questions and guidance for answering them. ***** MOST ACTIVITIES INCLUDE ANSWERS**** Starter assesses prior learning on Parson’s functions of the family ***** WORKSHEETS AT THE END OF THE PPT****

Detailed and differentiated (up and down), student led lesson that: recaps the key sociologists students learn in this topic and what they say about the function(S) of the family. recaps the main umbrella theories that students learn in year 12 (structuralism vs interactionism, modernism vs postmodernism and conflict vs consensus theories), how they view society and how this influences functionalist, marxist, feminist and personal life perspective approaches to the family. how the knowledge above can be applied to exam questions to demonstrate both analysis and evaluation (AO3), e.g. by highlight the similarities and differences between the different theories of family or using knowledge of the umbrella theories to evaluate theories of the family. supports students with planning a 20 marker on theories of the family using the item. **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 ** INCLUDES ORACY ACTIVITY

Detailed and differentiated (up and down), student led lesson that teaches exam skills and recaps ‘Couples’ content of AQA specification; recaps the main sociologists and themes in the ‘Family’ unit, Topic 1 – Couples WHILST teaching students how to use the Assessment Objectives (AOs) -AO1, AO2, AO3- to further develop their answers using MODEL ANSWERS and examples.   NOTE – Students will need to have gone over or have a basic understanding of using a set success criteria or writing format for their paragraphs TO BE ABLE TO GAIN THE MOST OF OUT THIS LESSON – this lesson using set success criteria PEELE/A (for 20 markers) and PERD (for 10 markers).   **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 **

Recaps the Marxist view of society ALL ANSWERS FOR ACTIVITIES INCLUDED Includes key term and definition sheet needed for the lesson Examines the criticisms for Bowles and Gintis’ study. Includes an activity that allows students to compare and contrast Bowles and Gintis’ correspondence principle to functionalist views of education.

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand what might be the domestic division of labour in contemporary families. Cover the following key terms: Contemporary society, The Symmetrical family, The New man, Double shift / dual burden, Triple shift, Dual-career family Covers the following sociologists: Functionalist Young and Wilmott, Feminist Oakley, Feminist Dunscombe and Marsden, Feminist Hochschild ANSWERS TO ALL ACTIVITIES INCLUDED Includes icons for visual learning Includes activity based on ‘teaching to all’ pedagogical technique Included a key term sheet and definitions for the lesson RESOURCES CAN BE FOUND AT THE END OF THE PPT REQUIRES OWENS AND WOODFIELD AQA GCSE TEXTBOOK FOR MAIN ACTIVITIES (OR ANY EQUIVALENT INFORMATION ON DECISION MAKING AND MONEY MANAGEMENT IN THE FAMILY) - for one actvitiy

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand Media effect models and methodological problems. Covers the following key terms: Active audiences, Catharsis, Cultural effects/ ‘drip drip’ effect model, cultural hegemoney, desensitisation, decode, diversion, encode, hypodermic syringe model,media effect models, media text, negotiated reading, opinion leaders, oppositional reading, passive audiences, polysemic. Covers the following sociologists: Dworkin, Katza and Lazarfield, Hall, McQuail and Lull. 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 Towend. Includes two 10 markers- one on the media effect models and one on methodological problems with researching the effect the media has on audiences. Both have detailed scaffolding to help students answer them. Based on the information in textbook - ‘SOCIOLOGY For AQA Volume 2’ by Browne, Blundell & Law. ANSWERS TO MAIN ACTIVITIES ARE INCLUDED

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand media representations of disability. Covers the following key terms: disability, impairment, pitiable or pathetic, object of curiosity/ element of atmosphere, sinister or evil media stereotypes, super cripple, laughable/object of ridicule, own worst enemy, a burden, non-sexual, unable to participate in daily life. Covers the following sociologists: Shakespeare, disability discrimination act, cumberbatch, broadcasting standards comission, brian et al, philo et al, time to change, barnes, cumberbatch and negrine. Starter activity provides the opportunity for students to recap and be tested on what they should have leant so far in the media representations topic, e.g. media representations of children, symbolic annihilation, explanations of gender stereotyping in the media. Requires information in textbook - 'SOCIOLOGY For AQA Volume 2 by Browne, Blundell & Law Includes a discussion activity with sentence starters and prompts to promote oracy. Includes a 10 marker with detailed scaffolding to help students answer it as well as a student friendly mark-scheme for peer and self assessment ANSWERS TO SOME ACTIVITIES 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

Introduction to detailed lesson with lots of scaffolding based on adaptive teaching that help students understand (e.g. the domestic division of labour, the future of childhood, different views of family diversity, revise the educational policy in the uk’ Go through expectations Includes a unit concept map for education and family that includes the key terms and key studies for these units Goes through the success criteria for each type of exam question (EXCLUDING RESEARCH METHODS ONES) Includes a model answer for each type of exam question (EXCLUDING RESEARCH METHODS ONES) Includes annotate student-friendly mark-scheme for each type of question (EXCLUDING RESEARCH METHODS ONES) YOU WILL NEED TO GIVE STUDENTS A COPY OF A PAPER 1 EXAM

**Assessment questions for A-level Sociology (4, 6, 10, 30 markers) AND detailed and heavily scaffolded student-led feedback lesson. Feedback lessons enable pupils to recap the success criteria for 4, 6, 10 & 30 markers and includes student friendly mark-scheme to help students improve their answers. ANSWERS TO MAIN ACTIVITIES AND EXAM QUESTIONS ARE INCLUDED **Made for AQA A-level Sociology **

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand what are the strengths and weaknesses of using observations to investigate sociological issues (e.g. identifying the different types of observations and their main features, explain the strengths and weaknesses of using the different types of observations to investigate sociological issues and to apply our knowledge of strengths and weaknesses of one or ore observations to an exam question. Covers the following key terms: Observation Participant observation Non-participant observation Covert observation Overt research Hawthorne / Observer effect Observation schedule Overt research (extension) Covert research (extension) Key terms you should know that link: Pre-determined - Closed questions - Open questions - Quantitative data vs Qualitative data - Reliable vs Valid - Practical issues - Ethical issues - Theoretical issues - Positivism vs Interpretivist - Sample size - Representative sample - Generalise findings - Respondent - Standardised ANSWERS TO ALL ACTIVITIES INCLUDED Includes an exam style 4 marker with scaffolding and a detailed student friendly mark-scheme Does NOT cover structured and unstructured observations as it is not in the specification and its quite complex. Includes a key term sheet and definitions

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand family diversity. Includes a 4 marker with scaffolding to help students answer it. Progress check can be taught as ‘teaching to all’ activity by getting students to show the family diversity they think is the answer on their fingers (1-5)s Includes key term and definitions sheet for the lesson (new key terms and key terms students should have previously learnt that link to the lesson) ANSWERS TO MOST ACTIVITIES INCLUDED Covers the following key terms: Organisational diversity, Cultural diversity, Social class diversity , Cohort/ generational diversity, Life course diversity, Secularisation, Monogamy , Polygamy , Polygyny, Polyandry , Arranged marriage Covers the following sociologists: 1969 Divorce Reform Act, 1970 Equal Pay Act, 2013 Marriage Act, The Rapoports Goode Covers the following key terms that you should already know: Dual-career family, Family form/ structure/ type, Nuclear family, Conjugal roles, Conventional nuclear family, Lone-parent family, Vertically-extended family, Cohabitation , Same sex family, Horizontally-extended family , Empty-nest family, Family diversity, Contemporary society, Gender roles 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

6 page key term sheet for the research methods unit of GCSE AQA Sociology. Made for AQA GCSE but can be used for A-level and other specs (might need to add on key terns) Alphabetical order EDITABLE Includes: colour coding, examples and dome dual coding. Matches to the key term sheets and definitions used in my AQA GCSE lessons. Includes some key terms that link to the unit that students do not have to know but would benefit them if they did know.

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand Media representation of gender. Covers the following key terms: Male gaze, Glass ceiling, The cult of family, The beauty myth, Mask of masculinity, Hegemonic masculinity, Hegemonic femininity, The WAG, the sex object, the super-mum, the angel, the ball breaker, the victim, the joker, the jock, the strong silent type, the big shot, the action hero, the buffoon Covers the following sociologists: Children now, Connell, Cumberbatch, Ferguson, Gauntlett, Girls Guiding UK, Inness, Knight, McRobbie, Mulvey, Tebbel, Wolf, Global media monitoring Answers to SOME activities (less than more) included Lesson will take around four lesson periods to teach Examines: the main features of gender representation in the media Includes two 10 markers with detailed scaffolding to help students with answering them. One 10 marker is the starter activity and can be answered using knowledge of media representations of social groups students have learnt before 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 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 what might be the domestic division of labour in traditional families. Covers the following key terms: Domestic labour, Domestic division of labour, Conjugal roles, Joint conjugal roles, Segregated conjugal roles, Instrumental role, Expressive role Covers the following sociologists: Parsons, Oakley Includes an activity based on ‘teaching to all’ pedagogical technique Makes links to functionalist and feminist views of society that students might have learnt previously Includes icons for visual learning ANSWERS TO ALL ACTIVITIES EXCLUDING FOR PLENARY Includes an Item B 4 marker and detailed scaffolding to help students answer this (see worksheet for this) RESOURCES CAN BE FOUND AT THE END OF PPT

Explores the patterns of the following: reconstituted families, one-person households, dual career families, fertility and childbearing, lone-parent, same-sex couples, extended families and cohabitation. Starter activity allows students to go through a model 12 mark answer on divorce Provides and activity to develop students ability to read and interpret exam items. ANSWERS TO SOME ACTIVITIES INCLUDED RESOURCES CAN BE FOUND AT THE END OF THE PPT Includes a key term and definition sheet for the lesson (new key terms and makes links to key terms students should have previously learnt that link to this lesson).

All key terms and definitions for AQA GCSE Sociology Family. Can be used for other specs. Includes some images that represent the meaning (dual coding) These are the same key terms and definitions used in the education lessons uploaded.