Detailed and differentiated set of student-led lessons made for AQA A/AS-LEVEL SOCIOLOGY but can be differentiated for GCSE (see below-L2) and any SPEC (as it goes through the main methods, terms, issues for social research in general: Intro to Methods Explores primary vs secondary methods, quantitative vs qualitative methods, validity and reliability as a way to introduce students to the main main research methods. Explores practical (time, cost, research opportunity, requirements of funding body & subject matter), ethical (informed consent, confidentiality, harm to participants, vulnerable groups & covert research) and theoretical issues (validity, reliability, representativeness, methodological perspectives, interpretivism & positivism). *** Catered towards A-LEVEL AQA sociology but if main activity can be replaced, the rest can be used for GCSE and ANY SPEC.** *** Main activity uses pages 92-94 of the AQA A Level Sociology Book One Including AS Level: Book one 3rd Revised edition by Rob Webb, Hal Westergaard, Keith Trobe, Annie Townend** explores sampling methods, sampling frame, representative (sample), generalising (findings) and the relationship between these and positivism vss interpretivism and theoretical issues LESSON COMES WITH ANSWERS

L1 -AQA GCSE Sociology Education - Policies tackling inequality: Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand to what extent might education reforms have tackled educational inequality (e.g the main education policies and reforms that have had an impact on the education system, using examples - how education policies or reforms have tackled inequality in education). Covers educational policies that tackle class, gender and ethnic differences in educational achievement and gender differences in subject choice. Covers the following policies: Marketisation policies and social inclusion Key terms students SHOULD know that link: Educational policies/ reforms, Marketisation, Open enrolment, Academies, Formula funding, League tables, Ofsted reports, Tripartite system, Class differences in educational achievement, Gender differences in educational achievement, Ethnic differences in educational achievement, Gender differences in subject choice, External vs internal factors, Cultural vs Material factors, Material deprivation, Cultural deprivation, Speech codes, Gender roles, socialisation, Gendered subject images, Gendered career opportunities ANSWERS TO MOST ACTIVITIES INCLUDED RESOURCES CAN BE FOUND AT THE END OF PPT L2 - AQA GCSE Sociology Education - Education policies from 1988 (marketisation): 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 L3 - AQA GCSE Sociology Education - Education policy before 1988: 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

Alphabetical key term sheet for AQA A-level Sociology Education Topics 1-5. Contains the main key terms used in Topic 1-6 of the education unit for AQA A-level Sociology: -Topic 1 - Class differences in achievement (external factors) -Topic 2 - Class differences in achievement (internal factors) -Topic 3 - Ethnic differences in achievement -Topic 4 - Gender differences in achievement -Topic 5 - Role of education -Topic 6 - Education policy *** Includes scaffolding, e.g. some sentence starters (to model to students how to incorporate key sociologists into their definitions) and prompts to help students remember how key term links to the topic. ** *** Includes a section with key terms that students should know from previous learning (for topic 3 sheet ethnic differences - this would be terms that link to key terms covered in class differences in achievement, e.g. labelling, pupil identities, material deprivation, speech codes etc) that link to this topic. ** Good form of revision for students and can be used as a revision resource to develop AO1 once filled out. **BASED ON CONTENT textbook - 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 lessons that help students to develop their knowledge and understanding from previous lesson(s). L2 uses page 8 from AQA Book 1 by townsend but CAN BE USED FOR ANY SPEC using resources within lesson (see below). Comes with key term sheet for the lesson. 1. Introduction to Sociology - provides an overview of Sociology course (spec to AQA A-level but can easily be edited to suit ANY SPEC and GCSE) and the sociological imagination. 2. How do sociologists explain behaviour? -Nature vs Nurture lesson -explores the nature vs debate, norms, values, socialisation (primary/secondary) and social control as an introduction to Sociology. Uses page 8 of the AQA A-level Book 1 by Townsend to introduces students to the nature vs nurture debate but this can be replaced and the rest of the lesson can still be used. 3. Introduction to functionalism -explores value consensus, social order, biological/ organic analogy, structuralism, consensus theories to introduce students to the key functionalist views and ideas. 4. Introduction to Marxism -explores capitalism, ownership, interests, structuralism, conflict theories, exploitation as a way to introduce students to the main Marxist views and ideas. 5. Introduction to feminism - explores sex, gender, gender roles, patriarchy, socialisation, gender inequality as a way to introduce students to the main feminist views of society and ideas. 6. Quiz lesson - small revision activity 25 min quiz (on nature vs nurture, key functionalist, Marxist, feminist’s ideas and terminology) —LESSONS CAN BE FOUND ON MAIN PAGE. Includes: answers/ mark-scheme scaffolding for students to peer assess (but quiz can also be marked by teacher) Made for AQA but can be used for ANY SPEC Can be differentiated down for GCSE, but I recommend purchasing the GCSE Intro lessons bundle which have alread been edited to meet the needs of KS4 students.

L1 - How do sociologisrs collect their data? Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand how sociologist collect data for sociological research (e.g. difference between primary and secondary methods, quantitative and qualitative data. Covers the following key terms: research methods, sociological research, data, research process, Primary methods vs Secondary Methods, qualitative vs quantitative data, closed vs open questions, validity and reliability. L2 - How do sociologists begin their research? 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 L3 - How might sociologists collect their sample? Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand how might sociologist select their sample for sociological research (e.g. the sampling method, consequences sampling methods may have on social research, the different types of sampling methods and how they are used. Covers the following key terms: Target population, Sample, Sampling frame, Probability (or random sampling) vs Non-probability sampling, Simple random sampling, Systematic random sampling, Stratified random sampling, Snowball sampling, Quota sampling, Representative sample vs unrepresentative sample, Generalise; Generalisability; To make generalisations, Opportunity sampling extension), Cluster sampling (extension) and Positivists vs interpretvivists (extension) Answers to most activities are included L4 - What PET issues might sociologists need to consider when conducting research? Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand what are PET issues that sociologists consider when designing and conducting research (e.g. define and identify possible practical, ethical and theoretical (PET) advantages and disadvantages of social research and explaining PET’s differences Covers the following key terms: Practical issue, Ethical issues, Theoretical issues,Anonymity, Confidentiality , Informed consent, Covert research (extension), Pseudonym (extension), Mixed method (extension) Findings (of research) (extension). Key bodies, laws and theories we will cover: British Sociological Association, Data Protection Act 1998, Positivism, Interpretivism Answers to most main activities are included RESOURCES FOR ALL LESSONS CAN BE FOUND AT THE END OF THE PPT IF NOT INCLUDED AS A SEPARATE DOCUMENT.

Detailed writing frame that scaffolds (from introduction to conclusion) a full answer for a 20 marker on: Topic 2 - Childhood - evaluate explanations of childhod Topic 3 - Theories of the family - whether the family is beneficial Topic 4 - Demography - position of the old Topic 5 - Changing family patterns -divorce Topic 6 - Family diversity - whether individual choice in personal relationships has made family life less important *** Based on AQA specification** *** Supports students with planning the 20 marker (using the item) - using planning success criteria. ** *** Outlines the success criteria and provides sentence starters for the full essay (intro, main body and conclusion). Success criteria used for paragraphs in main body of essay is PEELE/A** *** Outlines the key terms, sociologists, theories that can be used when answering the question.** *** Supports students who need support and guidance with writing essays whilst providing students who are already good at writing essays opportunities to further improve their essay skills. **

Detailed and differentiated (up and down) student-led lessons that help students to develop their knowledge and understanding from previous lesson(s). Includes 6 lessons (the last being a quiz lesson) and a key term sheet that covers the key terms in these lessons: **L1 – Intro to GCSE AQA Sociology: ** an overview of the course, exam and curriculum An activity on how to create and maintain a safe space for discussions suggested revision websites and youtube channels that students can use to develop their knowledge and understanding of key ideas and concepts. activities to introduce students to Sociology and sociological thinking/ inquiry. Expectations L2 – How might sociologists explain behavior? Explores, norms, values, 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 L3 – Intro to functionalism 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 L4 – Intro to Marxism 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. **L5 – Intro to feminism ** explores sex, gender, gender roles, patriarchy, gender inequality as a way to introduce students to the main feminist views of society and ideas. 3 marker with a success criteria and student friendly mark-scheme **L6 – Quiz lesson ** small revision activity –that looks at the similarities and differences between functionalism, Marxism and feminism25 min quiz (on basic sociological concepts, key functionalist, Marxist, feminist’s ideas and terminology) answers/ mark-scheme for quizscaffolding for students to peer assess (but quiz can also be marked by teacher) SAME as A-level intro quiz but excludes questions on the nature – nurture debate. Made to meet the needs of the AQA SPEC but can be edited to meet the needs of any spec, e.g. key terms in L2-5 meet the AQA spec Answers included for main activities and quiz **L2,3 & 5 include 3 marker, success criteria to answer this and student-friendly mark-scheme for self and/ or peer-assessment. **