Detailed and differentiated (up and down) student led lesson that recaps changing family patterns learnt of Family Topic 5 and the reasons for them. allows students to develop their AO2 (application) and AO3 (analysis) skills by considering the relationship changing family patterns might have with other aspects of the topic, as well as other topic in families and household, such as the domestic division of labour (couples), experiences of childhood (childhood), the characteristic of populations (demography). ***This part of the lesson is very helpful for developing the skills students need for to answer ‘Outline and explain’ 10 markers which requires students to demonstrate the ability to connect two elements, aspects, subtopics, or topics to answer the question. * concludes by requiring students to apply this knowledge to ‘outline and explain’ 10 markers and one item 10 marker.   RESOURCES CAN BE FOUND AT THE END OF THE PPT.   ANSWERS FOR MOST OF THE ACTIVITIES CAN BE FOUND ON NEXT SLIDE AFTER ACTIVITY SLIDE

Detailed and differentiated (up and down) student led lesson that aims to recap and consolidate student’s knowledge and understanding of: key sociologists (Parsons, Murray, Chester and Benson, Stacey, Beck, Giddens and more) key terms (Rapoports’ different types of diversity, neo-conventional Pure relationship​​, Risk society​​, negotiated family​​, individualisation thesis​​, Divorce-extended family​​, 'Families of choice’​, Fragmentation and diversity​​, Connected thesis and more) in the family diversity topic of the family unit. the main difference in modernist and postmodernist views of: society, the family AND explanations of family diversity. INCLUDES STUDENT FRIENDLY MARK-SCHEME FOR 10 MARKER ON THIS TOPIC RESOURCES CAN BE FOUND AT THE END OF THE PPT. ANSWERS FOR MOST ACTIVITIES (Recap and planning activity) INCLUDED AND CAN BE FOUND ON NEXT SLIDE AFTER ACTIVITY SLIDE INCLUDES ORACY ACTIVITY

Detailed and differentiated (up and down) student led lesson that: briefly recaps the main theories (Feminism, The New Right, Conflict theory, Functionalism) and theorists (Donzelot,Murray, Fletcher, Land & Leonard) and their views on the function of social policies and the relationship between families and social policies and. models and supports students in using this knowledge to plan (using a planning success criteria) and answer (using a paragraph success criteria) a 20 marker USING THE ITEM. RESOURCES CAN BE FOUND AT THE END OF THE PPT. **ANSWERS FOR MAIN ACTIVITIES CAN BE FOUND ON NEXT SLIDE AFTER ACTIVITY SLIDE **

Detailed revision notes that covers all topics (1-6) in education: Class differences in achievement (internal and external factors) Ethnic differences in achievement (internal and external factors) Gender differences in achievement, subject choice and experiences in school (internal and external factors) Role of education Educational policy Includes an evaluation point for most if not all arguments. NOT EDITABLE - PDF document Includes contents page

Includes: small revision activity 25 min quiz (on nature vs nurture, key functionalist, Marxist, feminist’s ideas and terminology) —LESSONS CAN BE FOUND ON MAIN PAGE. answers/ mark-scheme scaffolding for students to peer assess (but quiz can also be marked by teacher) Can be used for any spec Made for A-level students but can be differentiated down for GCSE.

Explores the importance of organisation and guides and supports students in organising their classwork for class differences in achievement external and internal factors (Topic 1& 2 AQA A/ AS-level spec) Includes: Assessment tracker Example of how folder might be organised Reflection activity Education folder dividers - to help students separate and organise their class and home learning. Made for AQA A/AS-level Sociology but can be used for ANY SPEC

Detailed and differentiated (up and down) student-led lesson that examines and analyses the following key terms to examine march of progress and feminist views of how women’s involvement paid work has had an impact on the domestic division of labour: Dual‐earner couples, The New man, The ‘march of progress’ view Double shift / dual burden, Triple shift, Emotion work, Cultural/ Ideological explanation (of segregated conjugal roles), Material/ Economic explanation (of segregated conjugal roles)  Ideology, Geographic mobility (extension), Commercialisation (extension) Examines the ideas of :Young and Wilmott, Oakley, Hochschild , Gershuny/ Sullivan, Ferri and Smith, Crompton and Lyonette ***** Makes reference to other key terms students might know that link. ** ****ALL RESOURCES INCLUDED AND CAN BE FOUND OUT THE END OF PPT *** 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 and differentiated (up and down) student-led lesson that examines and analyses the following key terms to introduce students to the main family structures: Family, Household,Family structure/ type, Nuclear family, Lone-parent family, Same-sex family, Reconstituted family (or blended family) , Beanpole family, Extend family (horizontally and vertically) , Empty-nest family, Cohabitating couples, Contemporary society, Traditional, Family diversity, Living Apart Together/ LATs (extension) ***** ANSWERS for MOST MAIN activities INCLUDED**** ***** ALL RESOURCES INCLUDED AND CAN BE FOUND OUT THE END OF PPT *****

Detailed and differentiated student-led lesson that explores Information hierarchy , Postmodernity/ postmodern society/ contemporary society​, Modernity/ modern society/ industrial society​, Accordion family​, Boomerang children  as a way to examine the changes to the modern western notion of childhood in contemporary society. Covers the views of Postman and Jenks. Activities require pages from the AQA A Level Sociology Book One Including AS Level: Book one 3rd Revised edition by Rob Webb, Hal Westergaard, Keith Trobe, Annie Townend RESOURCES CAN BE FOUND AT THE END OF PPT ANSWERS INCLUDED FOR MAIN ACTIVITIES **INCLUDES EXAM QUESTIONS **

Detailed and differentiated student-led lesson that explores march of progress theory​, Toxic childhood​, Conflict theory​, Age patriarchy​, Child liberationism as a way to examine the different views (march of progress and conflict views) of whether childhood has improved over time. Includes views of Gittins, Palmer, Firestone and Holt, Aries etc. Main activity requires pages from the AQA A Level Sociology Book One Including AS Level: Book one 3rd Revised edition by Rob Webb, Hal Westergaard, Keith Trobe, Annie Townend ANSWERS INCLUDED FOR MAIN ACTIVIES RESOURCES CAN BE FOUND AT THE END OF PPT

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 NOTES: -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 -RESOURCES CAN BE FOUND AT THE END OF THE PPT.

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.

Includes: small revision activity –that looks at the similarities and differences between functionalism, Marxism and feminism 25 min quiz (on basic sociological concepts, key functionalist, Marxist, feminist’s ideas and terminology) answers/ mark-scheme for quiz scaffolding 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 used for any spec

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 can be found at the end of the PPT

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, the strengths and weaknesses of primary and secondary methods, standardisation and social process 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. Answers to all main activities included Resources can be found at the end of the PTT

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand what are sociological views of popular culture (e.g. define popular culture, other terms used to refer to it, explain sociological views on popular culture and to analyse and evaluate those views. Covers the following key terms: Popular culture High culture Low culture Mass culture Critical Theory Social repression (extension)  Social conformity (extension) Tabloidisation Infotainment Key terms you SHOULD know that might come up: Social control,  False consciousness, Profit, Ideology, Dominant ideology/Hegemony, Class inequality, Pluralism, Neo-Marxism,  Media products, Media technology, Agenda-setting, Gate-keeping, Lords of a Global village Covers the following key sociologists: Marcuse, The Frankfurt School, Strinati, Livingston, Curran et al (2009) **REQUIRES textbook - 'SOCIOLOGY For AQA Volume 2 by Browne, Blundell & Law ** Answers to all main activities included Includes a 10 marker with three model paragraph plans RESOURCES AT THE END OF PPT

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand how to use questionnaires when investigating sociological issues (e.g. the main features of questions and describe when its appropriate to use, the strengths and weaknesses of questionnaires based on their main features and how to apply our knowledge of the strengths and weaknesses of questionnaires to different sociological research topic. Examines questionnaires in general and postal questionnaires. Makes links to practical ethical and theoretical issues. Covers the following key terms: Questionnaires, Postal questionnaires Key terms you should know that link: Quantitative data vs Qualitative data – Reliable vs Valid – Practical issues – Ethical issues – Theoretical issues – Positivism vs Interpretivist – Sample size – Representative sample – Generalise findings - Social surveys – Questionnaire - Pre-determined - Closed questions - Open questions - Postal questionnaires - Online questionnaire INCLUDES ANSWERS FOR ACTIVITIES Includes model answer, student friendly mark-scheme and example answers ranging from 1-4/ 4 for a research method 4 marker RESOURCES CAN BE FOUND AT THE END OF PPT

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand what are the strengths and weaknesses of using social surveys to investigate sociological issues (e.g how to identify the main features of social surveys and when it would be appropriate to use them, explains the strengths and weaknesses of using social surveys to investigate social issues and applies the strengths and weaknesses of social surveys to an exam question). Covers the following key terms: Social surveys, Telephone surveys Makes references to key terms students should know that link to this lesson. Lesson requires students to have prior knowledge of practical, ethical and theoretical issues to the strengths and weaknesses of social surveys No starter included in the lesson ANSWERS TO MAIN ACTIVITY ONLY. Includes an exam question with scaffolding to help students answer. I used the lesson as an opportunity to write an answer to the 4 marker with students. Resources can be found at the end of PPT

Detailed and differentiated (up and down), student led lesson that explores labelling, self-fulfilling-prophecy/ pygmallion effect, determinism and interactionism to enable students to understand the role of labelling in causing class differences in achievement/ working-class underachievement/ middle-achievement. **ANSWERS TO MOST ACTIVITIES ** **COMES WITH FREE A-LEVEL HELP SHEET **Made for AQA A-level but can be easily used for other specs (just need a different source of information/ textbook) ** 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

Includes a ‘teaching to all’ activity that enables students to recap functionalist, Marxist and feminist views of society so that they can better understand their views on divorce. Includes a 4 marker with scaffolding to help students answer it. Also includes a annotated 4 marker mark-scheme for self and peer-assessment and to enable students to understand how examiners will mark their 4 marker. ANSWERS TO ALL ACTIVITIES INCLUDED