Includes: lessons on the functionalist, Marxist and the New Right view (see below for more detail) and key term sheet for the topic which can be set for home-learning or be filled out during the course of the lessons. L1: Functionalist view of the role of education Detailed student led lesson on functionalist views of the role of education adapted to stretch and challenge the most able whilst scaffolding to allow pupils who need support the opportunity to access higher level thinking. Covers the following functionalist key functions of education: installing social solidarity, bridging the gap between the family and wider society through secondary socialisation, teaching specialist skills needed for work and role allocation. Covers the following functionalist sociologists: Durkheim, Parsons and Davis and Moore. Covers the following key term: Function or role (e.g. of an institution) Social solidarity Formal curriculum Hidden curriculum Ascribed status  Achieved status   Universalistic standards Particularistic standards Meritocracy Socialisation  Role allocation Promotes a spiral curriculum by making links to key terms that students might have previously been taught that link to this lesson. Promotes, facilitates and scaffolds Oracy. Develops the skills needed to answer 10 markers with items - allows students to apply knowledge to an item 10 marker with guidance and includes a detailed success criteria to help them answer this. 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 ANSWERS INCLUDED FOR MAIN ACTIVITIES NOTES -RESOURCES CAN BE FOUND AT THE END OF THE PPT. L2: Marxist view of the role of education Detailed student led lesson on the Marxist views of the role of education adapted to stretch and challenge the most able whilst scaffolding to allow pupils who need support the opportunity to access higher level thinking. Covers the following Marxist key functions of education: reproducing class ienquality, legitimising class inequality, correspondence principle, Covers the following functionalist sociologists: Althusser, Bowles and Gintis and Willis Covers the following key term: State apparatuses Ideological state apparatuses Repressive state apparatuses Ideology Correspondence principle Hierarchy Alienation Fragmentation Extrinsic reward Competition Promotes a spiral curriculum by making links to key terms that students might have previously been taught within the education unit and for Marxism as a theory that link to this lesson. Promotes, facilitates and scaffolds Oracy. Provides guidance for answering 4 markers. 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 ANSWERS INCLUDED FOR THE MAIN ACTIVITIES ON THE FUNCTIONS OF EDUCATION ONLY NOTES -RESOURCES CAN BE FOUND AT THE END OF THE PPT. L3: The New Right view of the role of education Detailed student led lesson on the New Right critique and view of the purpose state education adapted to stretch and challenge the most able whilst scaffolding to allow pupils who need support the opportunity to access higher level thinking. Covers the following key terms: Neo-liberalism The New Right Conservatives Voucher system One-size-fits-all approach League tables Ofsted reports National curriculum Marketisation Privatisation  Academies Free schools State schools Social policies Covers the following key sociologists: Chubb and Moe 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 BRIEF ANSWERS TO THE MAIN ACTIVITY INCLUDED NOTES -RESOURCES CAN BE FOUND AT THE END OF THE PPT. Key term sheet for the role of education Alphabetical key term sheet for AQA A-level Sociology Education Topic 5 Role of education that requires students to fill out the definitions themselves. *** Includes some sentence starters to model to students how to incorporate key sociologists into their definitions. ** *** Key terms separated into Functionalist, New Right and Marxist key terms. ** *** Includes a section with key terms that students should know from previous learning (intro to sociological theories and topic 1-4 of education) that link to this topic. ** Good form of revision for students and can be used as a revision resource to develop AO1 once filled out. **BASED ON CONTENT in textbook - 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 lessons that help students to develop their knowledge and understanding from previous lesson(s). Includes 6 lessons (the last being a quiz lesson) and a key term sheet that covers the key terms in these lessons: **L1 – Intro to GCSE AQA Sociology: ** an overview of the course, exam and curriculum An activity on how to create and maintain a safe space for discussions suggested revision websites and youtube channels that students can use to develop their knowledge and understanding of key ideas and concepts. activities to introduce students to Sociology and sociological thinking/ inquiry. Expectations L2 – How might sociologists explain behavior? Explores, norms, values, 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 L3 – Intro to functionalism 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 L4 – Intro to Marxism 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. **L5 – Intro to feminism ** explores sex, gender, gender roles, patriarchy, gender inequality as a way to introduce students to the main feminist views of society and ideas. 3 marker with a success criteria and student friendly mark-scheme **L6 – Quiz lesson ** small revision activity –that looks at the similarities and differences between functionalism, Marxism and feminism25 min quiz (on basic sociological concepts, key functionalist, Marxist, feminist’s ideas and terminology) answers/ mark-scheme for quizscaffolding for students to peer assess (but quiz can also be marked by teacher) SAME as A-level intro quiz but excludes questions on the nature – nurture debate. Can be edited to meet the needs of any spec – key terms in L2-5 meet the AQA spec Answers included for main activities and quiz L2,3 & 5 include 3 marker, success criteria to answer this and student-friendly mark-scheme for self and/ or peer-assessment.

Detailed and differentiated (up and down) student-led lessons that help students to develop their knowledge and understanding from previous lesson(s). Includes 6 lessons (the last being a quiz lesson) and a key term sheet that covers the key terms in these lessons: **L1 – Intro to GCSE AQA Sociology: ** an overview of the course, exam and curriculum An activity on how to create and maintain a safe space for discussions suggested revision websites and youtube channels that students can use to develop their knowledge and understanding of key ideas and concepts. activities to introduce students to Sociology and sociological thinking/ inquiry. Expectations L2 – How might sociologists explain behavior? Explores, norms, values, 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 L3 – Intro to functionalism 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 L4 – Intro to Marxism 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. **L5 – Intro to feminism ** explores sex, gender, gender roles, patriarchy, gender inequality as a way to introduce students to the main feminist views of society and ideas. 3 marker with a success criteria and student friendly mark-scheme **L6 – Quiz lesson ** small revision activity –that looks at the similarities and differences between functionalism, Marxism and feminism25 min quiz (on basic sociological concepts, key functionalist, Marxist, feminist’s ideas and terminology) answers/ mark-scheme for quizscaffolding for students to peer assess (but quiz can also be marked by teacher) SAME as A-level intro quiz but excludes questions on the nature – nurture debate. Made to meet the needs of the AQA SPEC but can be edited to meet the needs of any spec, e.g. key terms in L2-5 meet the AQA spec Answers included for main activities and quiz **L2,3 & 5 include 3 marker, success criteria to answer this and student-friendly mark-scheme for self and/ or peer-assessment. **

L1 - How do sociologisrs collect their data? Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand how sociologist collect data for sociological research (e.g. difference between primary and secondary methods, quantitative and qualitative data. Covers the following key terms: research methods, sociological research, data, research process, Primary methods vs Secondary Methods, qualitative vs quantitative data, closed vs open questions, validity and reliability. L2 - How do sociologists begin their research? Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand how sociologists begin their research (e.g. what is meant by research design, hypothesis, research questions, aims , pilot study, the first two stages of research process and assessing its usefulness. Covers the following key terms: Research design, Hypothesis, Research questions, Research aims and Pilot study Makes links to key terms that students should have already covered the following key terms: Respondent, Response rate, Participants, Sociological research, Research process and Data Answers to all activities included L3 - How might sociologists collect their sample? Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand how might sociologist select their sample for sociological research (e.g. the sampling method, consequences sampling methods may have on social research, the different types of sampling methods and how they are used. Covers the following key terms: Target population, Sample, Sampling frame, Probability (or random sampling) vs Non-probability sampling, Simple random sampling, Systematic random sampling, Stratified random sampling, Snowball sampling, Quota sampling, Representative sample vs unrepresentative sample, Generalise; Generalisability; To make generalisations, Opportunity sampling extension), Cluster sampling (extension) and Positivists vs interpretvivists (extension) Answers to most activities are included L4 - What PET issues might sociologists need to consider when conducting research? 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 FOR ALL LESSONS CAN BE FOUND AT THE END OF THE PPT IF NOT INCLUDED AS A SEPARATE DOCUMENT.