L1: Explaning the increase in divorce: Detailed lesson with lots of scaffolding based on adaptive teaching that explain the increase in divorce. Includes a 4 marker with detail scaffolding to help students answer it. Includes a student-friendly mark scheme for self or peer-assessment. Includes two versions of the table needed for the carousel activity - one with scaffolding and one without Covers the following key terms: Secularisation, Stigma, Empty shell marriage Covers the following sociologists: Office for National Statistics (ONS), Dennis , Fletcher, Hart, Goode, 1969 Divorce Reform Act, Mitchell & Goody Covers the following key terms you should already know: Function (of an instituition), Individualism, Collectivism, Contemporary society, Consumerism/ Consumption ANSWERS TO SOME MAIN ACTIVITIES INCLUDED 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 L2:Theories of divorce: Includes a ‘teaching to all’ activity that enables students to recap functionalist, Marxist and feminist views of society so that they can better understand their views on divorce. Includes a 4 marker with scaffolding to help students answer it. Also includes a annotated 4 marker mark-scheme for self and peer-assessment and to enable students to understand how examiners will mark their 4 marker. ANSWERS TO ALL ACTIVITIES INCLUDED L3:Changing patterns of marriage and their explanations: 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 L4: Changing family patterns: 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). L5:Family diversity 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

Lessons: L1 Material deprivation 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. L2 Cultural deprivation 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. L3 Cultural capital 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 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. L4 - How do I answer 10 markers? 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. L5 Labelling 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. L6 Streaming and pupil subcultures 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. L7 Class identities 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. L8-9 How do I answer 20/30 markers? 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). L10-11 Assessment & FEEDBACK (DIRT) Lesson 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 mark-schemes. **L12 - Folder lesson ** Explores the importance of organisation and guides and supports students in organising their classwork for class differences in achievement external and internal factors (Topic 1& 2 AQA A/ AS-level spec) Includes: Assessment tracker Example of how folder might be organised Reflection activity **ANSWERS TO MAIN ACTIVITIES AND EXAM QUESTIONS ARE 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

L1: The traditional domestic division of labour: 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 L2: The domestic division of labour in contemporary families: 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 L3: Power in the family: Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand how might power be divided in families. Cover the following key terms: Conjugal relationships, Power Cover the following key sociologists: Edgell, Pahl, Opinium Research, survey Starter activity enables students to recap content they should or might have learnt before this lesson within the families unit ANSWERS TO ALL ACTIVITIES INCLUDED REQUIRES OWENS AND WOODFIELD AQA GCSE TEXTBOOK FOR MAIN ACTIVITIES (OR ANY EQUIVALENT INFORMATION ON DECISION MAKING AND MONEY MANAGEMENT IN THE FAMILY) Includes icons for visual learning RESOURCES CAN BE FOUND AT THE END OF THE PPT Includes a discussion activity with lots of scaffolding Includes a 3 marker with detailed scaffolding and a student friendly mark-scheme L4: Domestic violence: 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.