Detailed and differentiated (up and down) student led lesson that supports students in recapping the main theories, views and explanations of the position of childhood; examines how march of progress, conflict, child liberationists and postmodernist theories’ view society and how this might influence their approach or view of childhood and its changes over time. Also highlights the key sociologists (Katz, Postman, Aries, Palmer, Jenks, Gittens) in this topic. The lesson then requires students to apply this knowledge to plan (using a success criteria) a 20 marker and write at least one paragraph for it. RESOURCES CAN BE FOUND AT THE END OF THE PPT. MODEL PLAN AND ANSWERS FOR MAIN ACTIVITY CAN BE FOUND ON NEXT SLIDE AFTER ACTIVITY SLIDE

Detailed writing frame that scaffolds (from introduction to conclusion) a full answer for a 20 marker on the family being beneficial (family -topic 3 theories of the family). 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 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 writing frame that scaffolds (from introduction to conclusion) a full answer for a 20 marker on evaluating the view that individual choice in personal relationships has made family life less important in the United Kingdom today (family -topic 6 family diversity). *** Based on AQA specification** Models and supports students with how to use the item to select points or arguments to answer the question and how to plan essays 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 lesson that explores: the main assessement objectives - AO1, AO2, AO3 how to answer 30 markers allows studeNts to revise class differences in achievement (external and internal factors). **Can also be used as a revision lesson for topic 2 (class diff in achievement -internal factors) Includes student friendly success criteria for essay ** ANSWERS TO MAIN ACTIVITIES AND MODEL ANSWER INCLUDED Made for AQA A-level but is applicable for AS-Level and can be used for ANY SPEC and is still paplicable for GCSE essays

Detailed and diiferentiated (up and down), student led lesson that recaps: patterns of ownership the mainpulative, hegemonic and plurlaist approach to media ownerhsip and control formal and informal controls of media output or content. References the following concepts: Agenda-setting  Gate-keeping   News values  Marxism    Structuralism vs Interactionism     Ownership  Ideology  Capitalism   False consciousness   Neo-Marxism Lords of the Global Village  Formal and informal methods of control. ANSWERS INCLUDED FOR SOME MAIN ACTIVITIES INCLUDED** RESOURCES FOR LESSON CAN BE FOUND AT THE END OF PTT Made for AQA A-level but can be easily used for other specs (just need a different source of information/ textbook) **Based on the content in 'SOCIOLOGY For AQA Volume 2 by Browne, Blundell & Law **

Detailed and differentiated (up and down), student led lesson that allows students to examine patterns of media ownership and the three main approaches (manipulative, hegemonic and pluralist) to media ownership and control of media output. Also introduces studets to the difference between Marxism and Neo-Marxism and links to structural vs humanistic marxism and structural determinsm. Examines the following concepts to do this: Ideology, Hegemony, Agenda-setting, Gate-keeping, News values, Marxism Neo-Marxism, Lords of the Global Village. ANSWERS TO MAIN ACTIVITIES INCLUDED** RESOURCES FOR LESSON CAN BE FOUND AT THE END OF PTT Made for AQA A-level but can be easily used for other specs (just need a different source of information/ textbook) **REQUIRES textbook - 'SOCIOLOGY For AQA Volume 2 by Browne, Blundell & Law **

Detailed and differentiated (up and down), student led lesson that explores how to answer 10 markers, in particular for education topic 1 - class differences in achievement (external factors). Can also be used as a revision lesson for topic 1 (class diff in achievement -external factors) Includes student friendly success criteria PERD (Point+Explanation+Research+Develop) success criteria and student-friendly mark-scheme. ANSWERS TO MAIN ACTIVITIES AND EXAM QUESTIONS ARE 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 **

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 ** **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 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. ANSWERS TO MAIN ACTIVITIES AND EXAM QUESTIONS ARE 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 explores pupil identity, class identities, habitus, symbolic capital, symbolic violence, nike identities, style performances to enable students to understand the role of class identities 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 **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 explores labelling, self-fulfilling-prophecy/ pygmallion effect, determinism and interactionism to enable students to understand the role of labelling in causing class differences in achievement/ working-class underachievement/ middle-achievement. **ANSWERS TO MOST ACTIVITIES ** 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 diiferentiated (up and down), student led lesson that explores class differences in achievement the role of material deprivation in causing or contributing to it. Introduces students to material vs cultural factors and external vs internal factors. Also introduces students to how to answer 4 and 6 markers using a success criteria and student-friendly mark-schemes. ANSWERS TO MAIN ACTIVITIES AND EXAM QUESTIONS ARE 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 explores cultural, educational and economic capital and compensatory education to enable students to understand the role of cultural capital in causing class differences in achievement/ 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 **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

Asessment questions for A-level Sociology (4, 6, 10, 30 markers) AND detailed and differentiated (up and down), student led feedback DIRT lesson that explores recaps how to answer4, 6, 10 & 30 markers and provides answers for assessment. Includes student friendly success criteria AND mark-schemes. ANSWERS TO MAIN ACTIVITIES AND EXAM QUESTIONS ARE INCLUDED **Made for AQA A-level but can be easily be changed and used for AS Level and other specs, or differentiated down for GCSE) lesson **

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.

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 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, 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 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**