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.

This is a discussion of positivism and how it influenced sociological research and its limitations. It is meant to support the synoptic element of the A level exam where question may ask for an evaluation of the contribution of positivist methodology to our understanding of sociology today.

KS2 Yr 3/4 This is a lesson covering the dentition of different types of animals : herbivore,carnivore, omnivore it encourages children to look at skulls (I usually bring some in but you can probably borrow some) and their dentition and see how eyes and teeth are adapted for lifestyle. There is a lesson plan, learning objcetives /extension ideas/ suggested plenary and a vocabulary mat to print out (some terms for G&T pupils)

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.

Second of a series of lessons designed for an intervention/withdrawal group on anger management. This one focusses on fight and flight

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

This presentation explores the characteristics of a science and explores the debate about whether psychology is a science It contains graphics images, opportunity for debate and tries to present arguments the student may use

This presentation covers the various types of graphical presentation which students need to know in first year A level

This is designed as part of an intervention programme on anger management which I designed whilst working in a withdrawal unit in a secondary school. It involves activities and bodily awareness of anger. You will need a roll of wallpaper and coloured pens for this lesson to draw around a body and mark anger on it.

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

This is a 24 page comprehensive booklet covering all aspects of religious organisations using various resources including Haralambos 2013 edition.

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.

this is complete material for 3 lessons to introduce education for AQA syllabus. It looks at the purposes of education from three different theoretical perspectives: Functionalist, New Right and Marxist.

Print out the slides on cards, prepare enough packs for one between 4 students. You will need one die for each group The cards are a little like the chance cards in Monopoly. Each has a chance of adding years to life or taking years away. The game should take about 15 minutes to play, 10 minutes afterwards in discussion and completing life chances table. This can be followed by teacher input. The subject matter can be used for health unit or wealth poverty and welfare It focuses on the main sociological explanations for inequalities in health and turns them into a game of chance

This is a two lesson bundle on the hypodermic syringe model of media effects. It looks at the theory and also criticism. It is complete but needs to be approached with other models for the exam

A lesson looking at the key concepts of ethnicity and the media. Includes references to the concept of moral panic and students need to be aware of this before the lesson