**Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand Media – Pluralist, Critical theorists & Postmodernist views of society. Students should be able to explain how pluralist, critical and postmodernist view the globalisation of popular culture. To analyse and evaluate how pluralist, critical and postmodernist view the globalisation of popular culture. Covers the following key terms: [Cultural] Hybridisation, Taboidisation, Media conglomerates, Infotainment, Hyper-realitY, simulacra **Key sociologists covered: Compaine, Thussu, Baudrillard, Garrod, Tomlinson, Strinati **Key you SHOULD ALREADY KNOW that you might include in your table: Tabloidisation- Cultural imperialism – Media imperialism Infotainment – Transnation corporation -Media conglomerates - Secondary socialisation         Postmodernism – Concentration of ownership Media imperialism        Cultural imperialism – Media products – Media institutions – Media technology ** ** 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 the PPT Teaching to all activities includes ANSWERS TO ALL ACTIVITIES INCLUDED

**** A lesson to explicitly teach Y10 students how to answer 3 and 4 markers for the first time (in preparation for their first ever Sociology assessment). **Provides a detailed and scaffolded success criteria for each type of 3 marker and for 4 markers. ****Includes model answers for the different types of 3 markers and 4 markers ****NOTE- This preparation lesson does NOT teach students how to answer a 4-marker using an Item or teach how to answer research methods 4 marker. ****RESOURCES CAN BE FOUND AT THE END OF THE PPT.

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

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

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 ‘Media - Media representations of sexuality’ Cover the following key terms :Sexuality, Sexual orientation, Lesbians, Gays, ‘Pink pound’, Sanitisation of gay sexuality , Over-sexualisation of lesbian sexuality (optional) , Heterosexuality , Homosexuality , Heterosexual gaze Cover the following sociologist:McRobbie (1994), Gill (2007), Gross (1991), Stonewall (2010), Cowan (2007), Cowan and Valentine (2005) Lesson is made up of comprehension questions that students need to answer using the information in textbook - 'SOCIOLOGY For AQA Volume 2 by Browne, Blundell & Law on this. INCLUDES DETAILED ANSWERS TO ALL ACTIVITIES

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

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand ‘Education - Functionalists’ roles of education’ Covers the following key terms: Meritocracy, Particularistic standards, Universalistic standards, Ascribed status, Achieved status, Formal curriculum, Hidden curriculum, Social cohesion, Social mobility, Role allocation Covers the following sociologists:Durkheim, Parsons, Davis and Moore ANSWERS TO MAIN ACTIVITIES INCLUDED Includes a 4 marker with scaffolding to answer it Includes visual learning icons Includes a key term and definitions sheet needs for the lesson Students need access to a textbook to complete the main activity. Although this is a GCSE lesson, I use the A-level textbook ( AQA A Level Sociology Book One Including AS Level: Book one 3rd Revised edition by Rob Webb, Hal Westergaard, Keith Trobe, Annie Townend)

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand Feminists’ role of education. Covers the following key terms: Secondary socialisation, role allocation, meritocracy correspondance principles, specialist skills, universalistic standards, particularistic standards, ascribed status, achieved status, social cohesion, gender differences in subject. Includes a ‘teaching to all’ activity Starter activity enables students to recap the feminist view of society ANSWERS TO MOST activities included Includes an activity that allows students to compare and contrast functionalist, Marxist and feminist views of the role of education 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 class differences in achievement (setting and streaming) Covers the following key terms: Banding, Setting, Streaming, Mixed-ability class Covers the following sociologists: Ball Includes a starter activity that recaps content on class difference sin educational achievement that students should have covered so far and answers to these. ANSWERS TO ALL ACTIVITIES INCLUDED Includes a ‘teaching to all’ activity Includes key term and definition sheet for the lesson 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 class differences in achievement. Covers the following key terms: Labelling, Self-fulfilling prophecy/Pygmalion effect, the ‘Halo effect’ Covers the following sociologists: Becker, Rosenthal and Jacobson Includes key term and definition sheet needed for the lesson. Includes a discussion activity to promote oracy and engagement includes a 3 marker and detailed scaffolding to help students answer it. Also includes a student-friendly marker for self or peer assessment. ANSWERS FOR MOST ACTIVITIES INCLUDED 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 the PPT

Includes an assessment and feedback lesson. Student will need a textbook for information for the feedback lesson - This makes refers to pages in Owens & Woodfield textbook with page numbers Includes writing frame that can be used to help students with improving their exam structure and answers. Assessment is on family and education and excludes research methods questions (paper 1). Guides students with how to know which topic to draw information from per exam question. Feedback lesson would take a double lesson

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand ‘Media - The Social Construction of the News’ Covers the following key terms: The social construction of the news, Agenda-setting, Gate-keeping, Norm-setting, Globalisation, Citizen journalism, News values, Hierarchy of credibility, Primary definers, Churnalism Covers the following sociologists: Davies GMG, Curran and Seaton, Bagdikan, Cohen/ Mccomb, Gramsci, Philo, Galtung and Ruge, Becker, Hall Lesson teaches the whole of topic 3 of media. ANSWERS TO THE MAIN ACTIVITIES INCLUDED The starter activities requires you to give students examples of news stories but can be replaced with your own starter. Includes a teaching to all activity Includes a discussion activity with scaffolding and prompts. Includes a 10 marker with guidance to help students with selecting points from the item as well as possible points from the item and detailed scaffolding to help students answer the question.

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand ‘Crime and Deviance - The social construction of crime and deviance’ Cover the following key terms: Crime, Deviance, The social construction of crime and deviance, Master status, Deviant career, Deviant subculture Covers the following sociologists: Becker -Includes a teaching to all activity -Includes a 4 marker ‘perspective’ question with a success criteria and sentence starters for answer -Has two lessons in one. -Includes key term sheet with definitions of key terms covered during the lesson as well as definitions of key terms students should have previously learnt that link to the lesson.

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.

Includes a 3 marker with detailed scaffolding to help students answer it. Student friendly mark-scheme included for this 3 marker. SOME ANSWERS INCLUDED. Includes key term sheet with definitions needed for the lesson. Includes dicsussion activity with prompts to promote oracy

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand the three main sources of statistical data on crime, how they collect data on crime and the strength and weaknesses of them. Examines the following key terms: Source of statistical data on crime ​ Official (government) crime statistics ​ Reported crime ​ Recorded crime ​ Dark figure of crime ​ The Social Construction of Official Crime statistics​ Victim survey ​ Self-report study Makes links with the following key terms that students should know (mainly if they studied the research methods unit before starting crime: Social construct ​​ Standardise ​​ Quantitative Data​​ Qualitative Data ​​ Validity ​​ Reliability​​ Representative (sample)​​ Generalise ANSWERS TO MAIN ACTIVITIES INCLUDED Includes key term and definitions sheet for the lesson included The Owens and Woodfield GCSE Sociology textbook is needed for the main activities

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand changes in family relationships. Covers the following key terms: Kin, Kinship, Extended kin, Democratic relationships, Child cantered, Infant morality. Covers the following sociologists:Young & Wilmott, Aries, Shorter, 1918 Education Act, Brannen, Pyror and Tinder, Charles et al (2008a.), Charles et al (2008b.), Bhatti 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. Starter is keyword bingo and requires teacher to know the definitions of key terms previously learnt in the family unit. ANSWERS TO SOME ACTIVITIES INCLUDED RESOURCES CAN BE FOUND AT THE END OF THE PPT

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand longitudinal studies. Cover the following key terms: longitudinal study, cohort, cross-sectional study Covers the following sociologists: the UP series, The Millennium Cohort study Makes references to key terms students should know- CHECK IF THIS IS THE CASE - 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 NO starter activity included ANSWERS TO MOST ACTIVITIES INCLUDED Includes student-friendly mark scheme for a 4 and 2 markers Includes model answer for 4 marker Teaches students how to answer 2 marker using an item Includes so model 2 mark answers and answers that would not be awarded 2/2.

Covers the following key terms: Class differences in educational achievement, Educational achievement, External factors (home factors), Internal factors (school factors), Social class Covers the following sociologists: Halsey, Heath, Ridge (1980) Key term and definition sheet for the lesson included ANSWERS TO ALL ACTIVITIES INCLUDES Teaching to all activity 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