<p>Revisions plans summarising key content, studies and studies and names for the whole of the Beliefs in Society unit. Each plan has summaries mainly taken from Webb and Westergaard and Browne textbooks. Key names and key terms are highlighted, topics include:<br /> -Ideology and science</p> <ul> <li>Organisations, movements and members</li> <li>Religion and social change</li> <li>Religion in a global context</li> <li>Religion renewal and choice</li> <li>Secularisation</li> <li>Theories of religon</li> </ul>

<p>This lesson forms part of an introduction the the Families Unit. This lesson covers:</p> <ul> <li>Types of families in society</li> <li>Patterns in family diversity</li> <li>Family diversity - Rapoport and Rapoport and Hareven</li> <li>3 mark exam question with teacher response</li> </ul>

<p>Students have to work out the key word by looking at the images. Suitable for GCSE/A Level classes, covering:</p> <ul> <li>Education</li> <li>Families and Households</li> <li>Mass Media</li> <li>Crime and Deviance<br /> -Social Inequality</li> </ul>

<p>Revisions plans summarising key content, studies and studies and names for the whole of the Families and Households unit. Each plan has summaries mainly taken from Webb and Westergaard and Browne textbooks. Key names and key terms are highlighted, topics include:</p> <ul> <li>Functionalist, strain and subcultures</li> <li>Interaction and labelling</li> <li>Class, power and crime</li> <li>Realist theories of crime</li> <li>Gender, crime and justice</li> <li>Ethnicity, crime and justice</li> <li>Crime and the media</li> <li>Globalisation, green crime, human rights and state crime</li> <li>Control, punishments and victims</li> </ul>

<p>Revisions plans summarising key content, studies and studies and names for the whole of the Families and Households unit. Each plan has summaries mainly taken from Webb and Westergaard and Browne textbooks. Key names and key terms are highlighted, topics include:<br /> -Theoretical views</p> <ul> <li>Marraige and divorce</li> <li>Roles and relationships</li> <li>Social policy</li> <li>Demography</li> <li>Family Diversity</li> <li>Childhood</li> </ul>

<p>Revisions plans summarising key content, studies and studies and names for the whole of the Education unit. Each plan has summaries mainly taken from Webb and Westergaard and Browne textbooks. Key names and key terms are highlighted, topics include:</p> <ul> <li>Theoretical views</li> <li>Social policy</li> <li>Social class</li> <li>Ethnicity</li> <li>EGender</li> </ul>

<p>This lesson explores the history of the education system and social policies that have been implemented from 1870-2010, including:</p> <ul> <li>The Forster Act</li> <li>The Butler Act - Tripartite system/11+ exam</li> <li>3 mark question with teacher response</li> <li>Comprehensive system</li> <li>Education Reform Act 1988 - marketisation of education, Ball, Bowe and Gewirtz, parentocracy</li> <li>1997 Labour</li> <li>2010 Coalition government</li> <li>12 mark question with a plan and model answer</li> </ul>

<p>This lesson explores the difference in attainment on boys and girls in the education system and examines the reasons for these patterns, including:</p> <ul> <li>Statistics and trends</li> <li>External factors: impact on feminism, changing job opportunities,</li> <li>Internal factors: social policy/national curriculum, feminisation of the education system, role models, shortage of male teachers, peer pressure, crisis of masculinity</li> <li>4 mark question with model answer</li> </ul>

<p>This lesson explores the patterns within ethnicity and achievement in schools and the sociological explanations for the patterns, including:</p> <ul> <li>Statistics and trends</li> <li>External factors: racism in society, material deprivation, cultural differences, attitudes and values</li> <li>Teacher labelling based on ethnicity</li> <li>Fuller: rejecting negative labels</li> <li>Ethnocentric curriculum</li> <li>4 mark exam question with model answer</li> </ul>

<p>This lesson explores internal factors that contribute to the underachievement of the working-class in the education system, including:</p> <ul> <li>Labelling theory - Becker’s ‘ideal pupil’</li> <li>Self-fulfilling prophecy</li> <li>Setting and streaming - advantages and disadvantages</li> <li>Rosenthal and Jacobson - Pygmalion in the classroom</li> <li>Subcultures - pro-school and anti-school</li> <li>Paul Willis - Learning to labour</li> <li>Ball - Beachside comprehensive</li> </ul>

<p>This lesson explores the difference in subject choice by gender and the reasons for this, including:</p> <ul> <li>Data on subject choice</li> <li>Gender role socialisation</li> <li>Gendered subject image</li> <li>Gender domains</li> <li>Peer pressure</li> <li>Single sex schools</li> <li>4 mark questions with model answer</li> <li>12 mark question with plan</li> </ul>

<p>This lesson covers the Functionalist approach to the education system:</p> <ul> <li>Role and purpose of education</li> <li>Social control</li> <li>The organic analogy</li> <li>Durkheim - social solidarity, society in miniature, skills for work</li> <li>Parsons - Meritocracy, role allocation</li> <li>4 mark question (with item) and teacher response</li> </ul>

<p>This lesson explore the external factors that lead to the underachievement of the working-class, including:</p> <ul> <li>Statistic</li> <li>Material deprivation - housing, diet and health, the ‘cost of free schooling’</li> <li>Halsey, Heath and Ridge</li> <li>Cultural deprivation and cultural capital</li> <li>Sugaman’s subcultural values</li> <li>Berstien’s speech codes</li> <li>4 mark exam question with model answer</li> </ul>

<p>A range of resources for A Level taster day. Based on a 60min lesson.</p>

The reasons for the difference in gender and educational attainment

<p>This lesson explores the functionalist approach to the family:</p> <ul> <li>Expressive and intrumental roles</li> <li>Murdock - four functions of the family</li> <li>Parsons - two functions</li> <li>4 mark question with teacher response</li> </ul>

<p>This lesson is the first lesson in the Education Unit and serves as introduction of what students can expect and covers:</p> <ul> <li>Social issues in school - discussion opportunity</li> <li>The purpose of school</li> <li>Types of school</li> <li>Advantages and disadvantages of different schools</li> <li>3 mark question with teacher response</li> </ul>

<p>This lesson explores the Marxist view on the education system, including:</p> <ul> <li>Recap on Marxist views</li> <li>The hidden curriculum</li> <li>Bowles and Gintis - the correspondence principle</li> <li>Myth of meritocracy</li> <li>12 mark question with plan, sentence starters and model answer</li> </ul>

<p>This lesson explores feminist views on the family:</p> <ul> <li>Gender divide at home and canalisation</li> <li>Delphy and Leonard</li> <li>3 mark question with teacher response</li> </ul>

<p>This lesson explores how crime is measured, including:</p> <ul> <li>Defining anti-social behaviour</li> <li>Dark figure of crime</li> <li>Victim surveys</li> <li>Self-report studies</li> <li>The social construction of official statistics</li> <li>4 mark question with model answer</li> </ul>