Detailed and differentiated (up and down), student led lesson that introduces students to the different forms of mass media and formal and informal methods used by the government to control media output formally and informally. Examines the following concepts:Mass media, Media technologies , Media institutions, Media products. **Made for AQA A-level **but can be easily used for other specs ANSWERS TO MAIN ACTIVITIES INCLUDED RESOURCES FOR LESSON CAN BE FOUND AT THE END OF PTT **Based on content in textbook - 'SOCIOLOGY For AQA Volume 2 by Browne, Blundell & Law ** - BUT LESSON REQUIRES NO TEXTBOOK

includes a discussion activity with prompts to promote oracy includes a 10 marker with detailed scaffolding to held students answer. requires ‘SOCIOLOGY for AQA Volume 2 by Browne, Blundell & Law’ textbook

No starter activity REQUIRES OWENS AND WOODFIELD AQA GCSE TEXTBOOK FOR MAIN ACTIVITIES Answers for MAIN activities included

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand the advantages and disadvantages of using interviews for investigating sociological issues (e.g. identifying the different types of interviews and their features, explaining the strengths and weaknesses of structured and unstructured interview and be able to apply out knowledge of the strengths and weaknesses of structured and unstructured interviews to 4 markers). Covers the following key terms: Structured interview, Unstructured interview, Semi-structured interview, Group interviews (Focus groups), Interviewer bias/ effect, Interview schedule This lesson introduces students to all types of interviews but only looks at the strengths and weaknesses of structured and unstructured interviews. ANSWERS TO MOST ACTIVITIES INCLUDED RESOURCES CAN BE FOUND AT THE END OF THE PPT

Detailed and differentiated (up and down) student-led lesson that examines and analyses the following key terms to examine how money might be managed and how decision-making might be organised in families : Power, The allowance system, Pooling, Cultural/ Ideological explanation (of decision making), Material/ Economic explanation of inequality (of decision making),Personal life perspective (of money) Examines the views of the following sociologists: PAHL AND VOGLER (1993), Barret and McIntosh, Kempson, EDGELL, Laurie and Gershuny, CROMPTON AND LYONETTE, Pahl ***** Makes reference to other key terms students might know that link. ** ***** ANSWERS for MAIN activities INCLUDED**** 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 recaps the functionalist view of society and examines and evaluates functionalist Murdock’s four functions: Sexual function ​, Reproductive function , Education function ​, Economic function. Lesson makes links to other functionalist and family key terms that students might have previously been taught. Main activity makes reference to AQA A-level Book 1 by Townsend but an alternative book that covers this content can be used. MAIN ACTIVITY INCLUDES ANSWERS Starter assesses prior learning on Childhood topic. WORKSHEETS AT THE END OF THE PPT

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand what ethnography is as a research method and its main features, explain the strengths and weaknesses of using ethnographic research to study sociological issues and topics. Cover the following key terms: Ethnography Triangulation Includes 4 marker with success criteria for answering it   Covers the following sociologists: Mead Whyte Young and Wilmott 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 how might power in the family be abused. Cover the following key terms: Domestic violence Covers the following organisations:The (BCS) British Crime Survey, NSPCC (National society for the Prevention of Cruelty to Children Icon for visual learning Enables students to look at how power imbalance between adults and children can lead to different forms child abuse. Includes 3 marker on power as starter with detail scaffolding. INCLUDES ANSWERS FOR MAIN ACTIVITIES (excluding starter and plenary) Includes discussion activity to encourage oracy.

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand changing patterns of marriage and their explanations. Examines the trends in first marriages, marriages in churches, serial monogamy and age of marriage and the reasons for them. Provides scaffolding to allow student to apply Marxism, functionalism and feminism (and sociologists they should have previously learnt about - Parsons, Ansley, Zaretsky and Delphy and Leonard) to the changing patterns of marriage. Mind map for main activity can be printed out or you can get students to copy it out. Includes a 4 marker with scaffolding to help students answer it. RESOURCES CAN BE FOUND AT THE END OF THE PPT. Covers the following key terms: Serial monogamy, Re-marriages Makes reference to the following key sociologists: Bridebook, Parsons,  Ansley, Zaretsky, Delphy and Leonard Makes links to the following key terms that you should already know: Stigma, Secularisation, Feminism, Cohabitation - promotes a spiral curriculum by making links to key terms that students might have previously been taught that link to this lesson. ANSWERS TO ALL MAIN ACTIVITIES INCLUDED

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 you 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

Detailed student led lesson on the different stages of education, the different types of schools and the state vs independent divide in education (including arguments for and against private schools). Lesson has been planned to stretch and challenge the most able and includes scaffolding to support all pupils with meeting the lesson objectives. This lesson also goes through the different types of schools for different ages: Nursery, Primary, Secondary, Sixth form and Higher education. PLEASE NOTE - Progress check activity requires students to think about the types of schools that apply to their school so you will need to edit it to make it relevant. covers the following key terms: Nursery school and classes, Primary Schools, Secondary schools, Sixth form, Higher education, State schools, Academies, Free schools, Special schools, Faith schools, Grammar schools, Independent/ private schools, Specialist schools, National curriculum, Public schools (extension), Local Education Authorities (LEAs) (extension), Admission policy (extension), Ofsted (extension) Answers included for main activities (excluding the plenary) Includes a 3 marker with a success criteria and student-friendly mark-scheme. Resources can be found at the end of the PPT

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 can be found at the end of the PPT

Detailed lessons with lots of scaffolding based on adaptive teaching that help students understand different family structures Covers the following key terms: family, cohabitation, household, family form, family diversity, nuclear family,lone-parent family, same-sex family, reconstituted family, extended family and empty-nest family. Answers to main activities are included Students should know the following key terms prior to reading: contemporary society, homosexuality, heterosexuality 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.

Detailed and differentiated (up and down) student-led lesson that examines and evaluates Liberal (Somerville​), Radical (Greer), Marxist (Ansley) and Difference feminist views and functions of the family. Lesson explores the concepts: Political lesbianism , Separatism​, Reserve army of labour​, Oppression Lesson makes links to general feminist key terms and other key terms that students might have previously been taught, e.g. Patriarchy, Capitalism, Proletariat, Bourgeoisie, Conflict theory​, Exploitation, Alienation, Gendered socialisation       Canalisation     Gender roles,   Warm Bath Theory, Structuralism, etc. Main activity makes reference to AQA A-level Book 1 by Townsend ***** ALL ANSWERS INCLUDING ANAYSIS FOR TABLE ACTIVITY NOW INCLUDED **** NOW INCLUDES MODEL PARAGRAPH FOR 10 MARKER ***** WORKSHEETS AT THE END OF THE PPT****

Detailed and differentiated (up and down) student-led lesson that examines and analyses the following key terms to introduce students to the main family structures: Family, Household,Family structure/ type, Nuclear family, Lone-parent family, Same-sex family, Reconstituted family (or blended family) , Beanpole family, Extend family (horizontally and vertically) , Empty-nest family, Cohabitating couples, Contemporary society, Traditional, Family diversity, Living Apart Together/ LATs (extension) ***** ANSWERS for MOST MAIN activities INCLUDED**** ***** ALL RESOURCES INCLUDED AND CAN BE FOUND OUT THE END OF PPT *****

Detailed and differentiated student-led lesson that explores Information hierarchy , Postmodernity/ postmodern society/ contemporary society​, Modernity/ modern society/ industrial society​, Accordion family​, Boomerang children  as a way to examine the changes to the modern western notion of childhood in contemporary society. Covers the views of Postman and Jenks. 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 RESOURCES CAN BE FOUND AT THE END OF PPT ANSWERS INCLUDED FOR MAIN ACTIVITIES **INCLUDES EXAM QUESTIONS **

Detailed and differentiated student-led lesson that explores march of progress theory​, Toxic childhood​, Conflict theory​, Age patriarchy​, Child liberationism as a way to examine the different views (march of progress and conflict views) of whether childhood has improved over time. Includes views of Gittins, Palmer, Firestone and Holt, Aries etc. Main activity requires 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 ANSWERS INCLUDED FOR MAIN ACTIVIES RESOURCES CAN BE FOUND AT THE END OF PPT

Detailed and differentiated student-led lesson that explores childhood​, social constructionism, industrialisation (briefly), the globalisation of western childhood , western notion of childhood as a way to introduce students to the idea of the social construction of childhood. Mostly focusses on cross-cultural differences in childhood but briefly covers historical differences of childhood in Britain. Explores the views of sociologists such as Pilcher​, Benedict​, Wagg​, Punch, Holmes, Firth and Malinowski. AQA A-level Families Topic 2 Childhood- Lesson 1 One of the 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 RESOURCES CAN BE FOUND AT THE END OF PPT ANSWERS INCLUDED FOR SOME ACTIVITIES INCLUDES EXAMS QUESTIONS

Detailed writing frame that scaffolds (from introduction to conclusion) a full answer for a 20 marker on divorce (family -topic 5 changing family patterns). Models how to use the item to select points or arguments to answer the question. *** Based on AQA specification** Supports students with planning the 20 marker - 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 writing frame that scaffolds (from introduction to conclusion) a full answer for a 20 marker on whether the posiiton of the old is changing for the better. (family -topic 4 demography). *** Based on AQA specification** Models and students with how to use the item to answer essays. 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.