Detailed writing frame that scaffolds (from introduction to conclusion) a full answer for a 20 marker on: Topic 2 - Childhood - evaluate explanations of childhod Topic 3 - Theories of the family - whether the family is beneficial Topic 4 - Demography - position of the old Topic 5 - Changing family patterns -divorce Topic 6 - Family diversity - whether individual choice in personal relationships has made family life less important *** 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. **

Bundle includes: Family PLC - EDITABLE - 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. Revision lessons that recaps content and/ or focusses on developing exam techniques for family topics 1-7: -Topic 1 - Couples - also focusses on exam techniques - AO1, AO2 & AO3 -Topic 2 - Childhood -Topic 3 - Theories of the family - focusses on AO1 & AO3 -Topic 4 - Demography - briefly focusses on all AOs but mainly AO2 for 10 markers -Topic 5 - Changing Family patterns - focusses on AO2 -Topic 6 - Family diversity -Topic 7 -Families and Social policy - focusses on planning essays using the item. Five writing frames for 20 markers on family topics 2-6: Detailed writing frame that scaffolds (from introduction to conclusion) a full answer for a 20 marker on: -Topic 2 - Childhood - evaluate explanations of childhod -Topic 3 - Theories of the family - whether the family is beneficial -Topic 4 - Demography - position of the old -Topic 5 - Changing family patterns -divorce -Topic 6 - Family diversity - whether individual choice in personal relationships has made family life less important Writing frames: 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. **

Detailed and differentiated set of student-led lessons made for AQA A/AS-LEVEL SOCIOLOGY but can be differentiated for GCSE (see below-L2) and any SPEC (as it goes through the main methods, terms, issues for social research in general: Intro to Methods Explores primary vs secondary methods, quantitative vs qualitative methods, validity and reliability as a way to introduce students to the main main research methods. 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 perspectives, interpretivism & positivism). *** 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** 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

Bundle includes: Lessons: L1 Functionalist Murdock: * Detailed and differentiated (up and down) student-led lesson that recaps the functionalist view of society and examines and evaluates functionalist Murdock’s four functions: Sexual function ​, Reproductive function , Education function ​, Economic function. * Lesson makes links to other functionalist and family key terms that students might have previously been taught. L2 Functionalist Parsons Detailed and differentiated (up and down) student-led lesson that examines, analyses and evaluates functionalist Parsons view of the family (functional fit theory) and his functions (mainly stabilisation of adult personalities – NOT primary socialisation). Lesson explores the key terms: Functional fit theory​, Stabilisation of adult personalities (Warm Bath Theory)​, Functional fit theory, Geographic mobility​, Social mobility​, Unit of production​ and Unit of consumption. L3-4 Marxist Detailed and differentiated (up and down) student-led lesson that examines, analyses and evaluates Marxists Althusser, Zaretsky and Engels’ views and functions of the family. Lesson explores the concepts: Marxist Warm Bath Theory, Monogamy , The monogamous nuclear family , Unit of consumption, Pester power, ideology, ideological function, false consciousness Lesson makes links to general Marxist key terms and other family key terms that students might have previously been taught. L5 Feminist Detailed and differentiated (up and down) student-led lesson that examines and evaluates Liberal (Somerville​), Radical (Greer), Marxist (Ansley) and Difference feminist views and functions of the family. Lesson explores the concepts: Political lesbianism , Separatism​, Reserve army of labour​, Oppression Lesson makes links to general feminist key terms and other key terms that students might have previously been taught, e.g. Patriarchy, Capitalism, Proletariat, Bourgeoisie, Conflict theory​, Exploitation, Alienation, Gendered socialisation Canalisation ,Gender roles, Warm Bath Theory, Structuralism, etc. L6 Personal life perspective Detailed and differentiated (up and down) student-led lesson that examines and evaluates Liberal (Somerville​), Radical (Greer), Marxist (Ansley) and Difference feminist views and functions of the family. Lesson explores the concepts: The personal life perspective​, Donor-conceived children Lesson makes links to other key terms students might have previously been taught: Interactionism vs Structuralism​, Family diversity, Same-sex families ** LESSONS BASED ON AQA A-level Book 1 by Townsend ** ** MOST OF THE ANSWERS FOR MOST THE ACTIVITIES INCLUDED** **RESOURCES AT THE END OF THE PPT (if not included in download folder. ** Key term sheet - on the key terms examined in ALL lessons (L1-6) Revision 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.**

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.

INCLUDES THE FOLLOWING: 1. LESSONS: L1 - Cultural deprivation 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 ANSWERS FOR MAIN ACTIVITY CAN BE FOUND ON NEXT SLIDE AFTER ACTIVITY SLIDE *STUDENT FRIENDLY MARK-SCHEME FOR 4 MARKER INCLUDED L2 - Material deprivation and racism in wider society Detailed and differentiated (up and down) student led lesson on how a. material deprivation and b. racism in wider society might cause ethnic differences in achievement. Makes reference to key terms material vs cultural factors, external vs internal factors, the meaning/ patterns of ethnic differences in achievement. 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 ANSWERS FOR MAIN ACTIVITIES CAN BE FOUND ON NEXT SLIDE AFTER ACTIVITY SLIDE INCLUDES ORACY ACTIVITY L3 - Negative labelling and teacher racism Detailed and differentiated (up and down) student led lesson that explores the following so students are able to understand and explain how negative labelling and teacher racism might cause ethnic differences in achievement: Ideal pupil​ identity , Pathologised pupil​ identity, Demonised pupil​ identity, Colour-blind​ teachers, Liberal chauvinist​ teachers, Overt racist​ teachers, Rebels subcultures, Conformist​ subcultures, Retreatist​ subcultures, Innovators subcultures Differentiates between Gillborn and Youdell (or Bourne or Olser), Sewell, Mirza’s view of how teachers might be racist and how this might affect achievement for different groups. Lesson makes links to the following terms that students should have covered before completing this lesson: Labelling, Self-fulfilling prophecy, Streaming, Streams ​​A-C economy, Educational triage, Interactionism vs Structuralism, Stereotype, Ethnicity Cultural deprivation Collectivism vs individualism. **NOTE – Students will need to have basic to reasonable knowledge of labelling and the self-fulfilling prophecy. ** 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 L4 - Institutional racism Detailed and differentiated (up and down) student led lesson that explores the following so students are able to understand institutional racism and explain how it might cause ethnic differences in achievement: Institutional racism, Marketisation (extension), The New IQism, Ethnocentric, Ethnocentric curriculum, Model minorities, The foundation stage profile (FSP), Aim Higher initiatives/ programmes Covers the ideas of Troyna and Williams Gillborn, David, Ball, Sewell (as a criticism) Covers criticisms of Gillborn’s arguments Includes answers for MOST activities - NOTE - NO ANSWERS FOR ‘DO NOW’ but can be done on the board with students. Makes some links to the following key terms students should know: Internal vs External factors, Cultural vs Material factors, Social processes, Labelling, Streaming, Self-fulfilling prophecy NOTE: **** RESOURCES FOR LESSONS CAN BE FOUND AT THE END OF PPT **USE 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 **2. REVISION LESSON ** 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 3. KEY TERM SHEETS Alphabetical key term sheet for AQA A-level Sociology Education Topic 3 ethnic differences in achievement that requires students to fill out the definitions themselves. *** Includes scaffolding, e.g. some sentence starters (to model to students how to incorporate key sociologists into their definitions) and prompts to help students remember how key term links to the topic. ** *** Includes a section with key terms that students should know from previous learning(links to key terms covered in class differences in achievement, e.g. labelling, pupil identities, material deprivation, speech codes etc) that link to this topic. ** DOES NOT INCLUDE IN TABLE key terms covered in Topic 1 & 2 Class diff key term sheet, e.g. labelling and the self-fulfilling prophecy Good form of revision for students and can be used as a revision resource to develop AO1 once filled out. **BASED ON CONTENT 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 **4. KEY SOCIOLOGISTS SHEET ** Alphabetical list of sociologists who attempt to explain ethnic differences in achievement. SOME scaffolding with some sentence starters, prompts to help students with what some sociologists might says and put into external vs internal factors categories . Requires students to write done what key sociologists from the topic ethnic differences in achievement (external and internal factors). Good form of revision and revision resource for the students. **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

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