Personal Learning Checklist for the Media unit in the AQA A-level Sociology syllabus.

Personal Learning Checklist for the Families and Households unit in the the AQA A-level Sociology syllabus. PLC includes topic and page numbers from the Westergaard and Townsend book one for content students my find hard to locate.

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.

Personal Learning Checklist for the education unit in the the AQA A-level Sociology syllabus.

Detailed and differentiated (up and down) student led lesson that: uses scaffolding to guide students in making a mind-map of the topic as a revision material -recaps the success criteria for 10 markers with item -provides a model paragraph for a 10 marker item on this topic -uses scaffolding to help students write their own 10 mark (item) paragraphs or full answers. -includes 4 different 10 markers (with item). for this topic NOTES -RESOURCES CAN BE FOUND AT THE END OF THE PPT.

Detailed and differentiated student-led lesson that explores capitalism, ownership, interests, structuralism, conflict theories, exploitation as a way to introduce students to the main Marxist views and ideas. Can be used for ANY SPEC. Catered towards A-level students but can easily be simplified and/ or cut down for younger students. Comes with key term sheet.

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 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 differentiated student-led lesson that 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 Catered for AQA A-level Sociology but can be used for ANY SPEC and GCSE without being edited. Comes with key term sheet for the lesson.

Detailed and differentiated (up and down), student led lesson that: recaps the key sociologists students learn in this topic and what they say about the function(S) of the family. recaps the main umbrella theories that students learn in year 12 (structuralism vs interactionism, modernism vs postmodernism and conflict vs consensus theories), how they view society and how this influences functionalist, marxist, feminist and personal life perspective approaches to the family. how the knowledge above can be applied to exam questions to demonstrate both analysis and evaluation (AO3), e.g. by highlight the similarities and differences between the different theories of family or using knowledge of the umbrella theories to evaluate theories of the family. supports students with planning a 20 marker on theories of the family using the item. **RESOURCES CAN BE FOUND AT THE END OF THE PPT. *** **ANSWERS FOR MOST OF THE ACTIVITIES CAN BE FOUND ON NEXT SLIDE AFTER ACTIVITY SLIDE ** INCLUDES ORACY ACTIVITY

Detailed and differentiated (up and down) student led lesson that aims to recap and consolidate student’s knowledge and understanding of: key sociologists (Parsons, Murray, Chester and Benson, Stacey, Beck, Giddens and more) key terms (Rapoports’ different types of diversity, neo-conventional Pure relationship​​, Risk society​​, negotiated family​​, individualisation thesis​​, Divorce-extended family​​, 'Families of choice’​, Fragmentation and diversity​​, Connected thesis and more) in the family diversity topic of the family unit. the main difference in modernist and postmodernist views of: society, the family AND explanations of family diversity. INCLUDES STUDENT FRIENDLY MARK-SCHEME FOR 10 MARKER ON THIS TOPIC RESOURCES CAN BE FOUND AT THE END OF THE PPT. ANSWERS FOR MOST ACTIVITIES (Recap and planning activity) INCLUDED AND CAN BE FOUND ON NEXT SLIDE AFTER ACTIVITY SLIDE INCLUDES ORACY ACTIVITY

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

Detailed and differentiated (up and down) student led lesson that introduces students to ethnic differences in achievement and explores how different aspects of cultural deprivation (language, attitudes and values, and parental structure) might cause ethnic differences in achievement. To do this, the lesson explores the following key terms: ethnic group, ethnic differences in achievement, cultural deprivation, compensatory education and makes reference to other key terms students should have previously learnt (restricted code, working-class subculture, meritocracy, internal vs external factors, cultural vs material factors) 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. ANSWERS FOR MAIN ACTIVITY CAN BE FOUND ON NEXT SLIDE AFTER ACTIVITY SLIDE *STUDENT FRIENDLY MARK-SCHEME FOR 4 MARKER INCLUDED

Detailed and differentiated (up and down) student led lesson that: briefly recaps the main theories (Feminism, The New Right, Conflict theory, Functionalism) and theorists (Donzelot,Murray, Fletcher, Land & Leonard) and their views on the function of social policies and the relationship between families and social policies and. models and supports students in using this knowledge to plan (using a planning success criteria) and answer (using a paragraph success criteria) a 20 marker USING THE ITEM. RESOURCES CAN BE FOUND AT THE END OF THE PPT. **ANSWERS FOR MAIN ACTIVITIES CAN BE FOUND ON NEXT SLIDE AFTER ACTIVITY SLIDE **

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

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 created to help students recap key ideas examined in the demography topic of the family unit, make revision materials based on this content and be able to apply this knowledge to exam questions, particularly 10 markers that makes links between topics - This lesson is very helpful for developing the skills students need for to answer ‘Outline and explain’ 10 markers which requires students to demonstrate the ability to connect two elements, aspects, subtopics, or topics to answer the question. Lesson also recaps the assesment objectives (but can be used to introduce students to the assessment objectives) (AOs – AO1, AO2 & AO3). The lesson requires students to answers questions based on each AO and then provides guidance and support for students to use the AOs to make flashcards (with questions and answers). **RESOURCES CAN BE FOUND AT THE END OF THE PPT. **

Detailed and differentiated student-led lesson that 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 perspective). 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 Comes with key term sheet for the lesson.

This is a lesson I use as an introduction to the AQA A-level Sociology course and to the sociological imagination or line of inquiry. The lesson includes: an overview of the course, exam and curriculum activities to introduce students to Sociology and sociological thinking/ inquiry. suggested reading, podcasts, revision websites youtube channels that students can use to develop their knowledge and understanding of key ideas and concepts. Expectations Can be easily edited to meet your needs, e.g. specification, expectations and can also be used as an introduction to AQA GCSE Sociology .