Hi recently retired from full time teaching. I spent the last 9 years in sixth form teaching (psychology and sociology) with a little PHSCE and KS3 science on the side. before that I worked as a behaviour support consultant for 8 years in all key stages and nursery. I have led inset on all aspects of behaviour management. I have also worked in PRU and EBD settings and have and still do individual mentoring. As someone with mild Asperger's I am particularly interested in all aspects of ASD.
Hi recently retired from full time teaching. I spent the last 9 years in sixth form teaching (psychology and sociology) with a little PHSCE and KS3 science on the side. before that I worked as a behaviour support consultant for 8 years in all key stages and nursery. I have led inset on all aspects of behaviour management. I have also worked in PRU and EBD settings and have and still do individual mentoring. As someone with mild Asperger's I am particularly interested in all aspects of ASD.
A model report which was used successfully in a number of primary schools to feed back results of audit. This can be used as part of a whole school behaviour management audit
AQA sociology religion, lesson on secularisation. This is the lesson which builds on the video starter i have uploaded. It contains statistics, definitions, arguments for and against secularisation. There is an additional lesson which includes theoretical commentary
This is a lesson to go with the first. it includes a student directed activity (Foxes thinking tool based) with instructions to help them get to grips with the arguments and theories.
I used to teach in a school where some very weak students ended up doing sociology. I developed this resource to explicitly teach then the differences in the answers expected at A level to achieve good marks/grades. This resource could also be used in training/mentoring teachers in the use of blooms questioning, which I found very useful. I used to write out questions and target them according to the student. This can be a useful discipline when teaching classes with widely differing abilities until you get used to them.
This is a lesson with activities to introduce qualitative methods. These is a lot of content in this so you may want to split into two. The basic content could also be adapted for psychology too. Students need to understand PERVERT for an exercise included here but it is fully explained in a slide you can use or print out as a "mat" for lessons
This is an 11 page handout (At 11pt) full of an in depth notes and tasks related to all aspects of sampling in sociology. It covers all the key terms they need to know, a critique of all sampling frames plus some notes on bias too. There are tasks included which relate to crime and deviance but you could modify these to suit your chosen focus.
These cards were designed to be printed off as a 6 x4 car, laminated and used as a prompt for pastoral staff when managing first level interventions with students who had had more than 2 detentions or been sent to isolation. The cards are a script you can use when interviewing pupils. It is based on solution focussed methods, always driving towards solving a problem and doing something different. The only thing you will have to print out multiple times is the scaling line which is there to help the pupil focus on their feelings and improvement. The cards are self explanatory.
This is a modified version of the ABC model which is used in a wide range of school and clinical settings to modify undesirable behaviour. It is used by staff to help them reflect on the environmental triggers for behaviour for individuals and whole groups or in targeted behaviour interventions for whole people
What is different about this:
The language encourages reflection on self and behaviours rather than blaming someone else. The emphasis on the language is “you” and your behaviour and the choices made. This is very important because bad stuff happens to everyone and those people who mindfully respond to situations generally get a better outcome for themselves and others. Those who externalise their problems “so and so upset me” rarely change their behaviour because they have a ready-made excuse. The drip drip drip of focus on “your choice” “your behaviour” is the only means I know of helping them realise they may not have control over what happens to them but they can control how they respond.
The other main difference is that there isn’t just ABC – antecedents, behaviour, consequences but also D. Decision. When things have gone wrong in a situation it is tempting for everyone to do an autopsy. This isn’t helpful. The events are already “gone” and one the slab (to continue the metaphor). D is the “what next” “do something different” it could be setting a personal target. Or if things have gone well, encourage reflection on what well and making it “even better”. If this is about trying something different then try to change one behaviour at a time. So this takes the analysis from the past into trying to make future actions better or even better next time.
This is one of a series of lessons aimed an KS2 children. You will need a recording of the piece and some recorders and possibly a stringed instrument for practical work. I developed this for use in a behaviour unit but could equally be used for mainstream
This was part of a short course in enterprise and employability it provides case studies of different kinds of enterprise and where financial backing can be obtained from.
This is an end of unit lesson on adoption studies to go with the biological approach specifically:
The environment of adoptive children is not the same as that of their biological families
They have genes in common. Can be used to assess the extent to which behaviours such as aggression are the result of nature (genes) or nurture (environmental influences).
This is done by comparing the children to their biological parent and their adoptive parent.
If the children are more similar to their biological parents this supports nature.
If they are more similar to their adoptive parents this supports nurture
A level Sociology (AQA or OCR) for the research methods questions at AS. It is a summary of all the key information which students need to know by heart to enable them to answer research questions in the AS exam
It is a video presentation. It is designed to help the student explore issues with the definition of abnormality, specifically relativism and social construct.
Social Stories were Developed by Carol Gray
They are trademarked and you have to have accredited training
Social scenarios use the same basic principles but in a less precise way
This presentation outlines what they are and how to use them.