Detailed student SKILLS booklet that models and provides guidance on how to develop exam skills (AO1, AO2 & AO3) and how to use these to answer the different exam questions in the AQA A-level Papers (4, 6, 10, 20 & 30 markers). 40 page pdf document provides success criteria for the different exam questions with a model answer for each (20 and 30 markers have the same model answer – booklet specifies difference between the two), techniques for further improving answers once students are able to meet the success criteria for each exam question (A*-A answers), tips and suggestions to support and promote independent revision outside of class lessons, revision websites and channels, and podcast and a reading list to develop student’s knowledge outside of the topic. Includes the following: Help sheet – including the main issues students have and steps to take to tackles these; develops independence Contents page - to help students navigate booklet Course overview –written out for family, education, media, theory and methods (sepearately and combined), methods in context and crime ***EDITABLE COURSE OVERVIEW DOCUMENT– to allow you to edit the units you teach Personal Learning Checklist (PLCs) for the following: Education, Methods in context, ‘Theory and methods’ (separate and combined versions), Family, Media, Beliefs and Crime - **PLCS APART FROM BELIEFS AND CRIME HAVE PAGE NUMBERS ** -for the Ken Brown textbook for media and Webb et al Book 1 and 2 for the rest . Assessment Objectives – information on these and how to develop these skills in lessons and outside of lesson. Exam questions – Success criteria, sentence starters, links to AOs and MODEL ANSWERS for each exam question -4 & 6 markers 10 markers 20 & 30 markers Success criteria NOTE - ‘(D)’ IN PEELE/A (D) stands for Develop (which means to evaluate and/ or analyse) - so paragraph success criteria can be PEELE/A (I use for year 12) or PEELD (for year 13) Further developing your answers – how to further develop answers using the AOs, improving explanation, analysis, evaluation and links - INCLUDES MODEL EXAMPLES. Focusses on: • Improving your explanations • Improving your analysis • Improving your criticisms • Going beyond PEELE – Demonstrating more AOs • Going beyond PEELE – Make more use of ‘Links’ to improve AO2 Other resources that might help – YouTube websites, Podcast and revision websites Developing sociological skills outside the lesson -mind-map for umbrella theories (yr 12 – consensus vs conflict, modernism vs postmodernism structural vs interactionism in relation to functionalism, Marxism, Feminism Personal life perspective), reading list that explores sociological themes learnt throughout the course. **BOOKLET (apart from ‘Course overview’ NOT EDITABLE - PDF DOCUMENT **

Detailed and differentiated student-led lesson that explores capitalism, ownership, interests, structuralism, conflict theories, exploitation as a way to introduce students to the main Marxist views and ideas. Can be used for ANY SPEC. Catered towards A-level students but can easily be simplified and/ or cut down for younger students. Comes with key term sheet.

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 Includes answers for main activities Resources can be found at the end of the PPT. Made to meet the AQA spec but can be used (and edited if needed) for other specs

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. Includes answers for main activities Resources can be found at the end of the PPT. Made to meet the AQA spec but can be used (and edited if needed) for other exam boards

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

Explores, norms, values, culture, 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 Resources can be found at the end of the PPT. Answers included for main activities Made to meet the AQA spec but can be used (and edited if needed for other spec)

Lesson to introduce the AQA GCSE Sociology course (but can be easily edited to meet the needs of other specs) and to the sociological imagination or line of inquiry. The lesson includes: 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 ** Edited from A-level version to meet the needs of KS4 students. **

Detailed and differentiated student-led lesson that explores sex, gender, gender roles, patriarchy, socialisation, gender inequality as a way to introduce students to the main feminist views of society and ideas. Can be used for ANY SPEC. Catered towards A-level students but can easily be simplified and/ or for younger students.

explores sex, gender, gender roles, patriarchy, gender inequality as a way to introduce students to the main feminist views of society and ideas. Includes answers for main activities 3 marker with a success criteria and student friendly mark-scheme Resources can be found at the end of the PPT (worksheet is in folder).** Made to meet the AQA spec but can be used (and edited if needed) for other exam boards

Detailed lessons with lots of scaffolding based on adaptive teaching that help students understand different family structures (e.g. The domestic division of labour, the future of childhood, the different views of family diversity, revise the educational policy in the UK. Covers the following key terms: family, cohabitation, household, family form, family diversity, nuclear family,lone-parent family, same-sex family, reconstituted family, extended family and empty-nest family. Answers to main activities are included Students should know the following key terms prior to reading: contemporary society, homosexuality, heterosexuality Resources can be found at the end of the PPT Made to meet the AQA spec but can be used (and edited if needed) for other exam boards.

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, different views of family diversity, revise the educational policy in the UK. 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 Students should know the following key terms: standardisation and social process Resources can be found at the end of the PTT