This pack contains a 16-slide Power-Point that introduces FUNCATIONALISM, and an accompanying booklet. The pack also contains a a consolidation test to test student knowledge at the end of the session. The lessons introduces students to: Introduction to Social Institutions What is a ‘theory’? Definition of ‘structural theories’ Definition of Conflict and Consensus theories Functionalism definition - Structural/Consensus theory Social Cohesion Social Control The Organic Analogy Tasks based around the above topics Consolidation quiz with answers provided. There are TWO copies of the lesson - one formatted for MAC and one formatted for PC.

**This pack is designed for the Eduqas Film A Level, but it suitable for any one teaching/studying Non-Linear narratives/Pulp Fiction and narrative. The pack contains a 26-slide PowerPoint presentation that covers: Pulp Fiction: Experimental Narrativ**e [Specialist Study Area] starter - recap key narrative terms intro discussion: how does Pulp Fiction subvert traditional approaches to narrative? Section 1 - Goal Orientated Narratives - study of how PF’s approach to goal orientation is experimental Section 2 - Narrative resolutions - study of how PF’s approach to narrative resolution is experimental Section 3 - Binary Oppositions - study of how PF’s approach to binary oppostions is experimental Dialogue - how dialgue is used in place of cause and effect Themes - how themes drive the narrative and give coherence Final scene - analysis Plenary activities Assessement activities - essay planning and writing Additional resources: 11-page gapped handout for students to complete in the lesson A3 sized print out of film’s non-linear structure Breakdown of the three chapters and how themes are used

This pack can be used to introduce any DOCUMENATRY module for both Film and Media studies A Level courses. This pack contains a 40-slide PowerPoint AND an accompanying YouTube video that covers the following topics/content PART I - What is a documentary - Student starter task: define ‘documentary’ Discussion of how uses of key elements may differ from narrative film Student experiences with documentary Types of Documenaty (task) Technical conventions of Documentary (task) True/false / discussion task Introduction to Bill Nichols and ‘Documentary Modes’ Short research task - students given one ‘mode’ each and then asked to research for 10 mins - feedback to the class Discussion for each of Nichols’ Modes Polemic Expository Observational Participatory Reflexive Performative PART II - John Grieson on what a documentary is ‘Edge of Reality’ - dealing with actuality; the real Task - comparing the represenation of WWI in narrative film (Paths of Glory) with documentary film (They Shall Never Grow Old) Slides are included that go through each clip and consolidate the key points Fictional Actors / Social Actors PLenary: this is to be added but suggest task is: Research the documentary that you and your students will be studying for your course - note down: Documentary mode Conventions used etc

This Powerpoint introduces students to EDUCATION. Included: PC and MAC formatted lesson, booklet/handout. Link to documentary This lesson will contextualise the study of education through the following tasks/areas: Student experiences of education tasks - students discuss and share their experiences Education and the four areas of study Class differences Role of education Why some pupils achieve more than others Role of education and its role in society The student experience in school Impact of Government policy Cultural Capital Cultural Deprivation Plenary/conslidation task: David Harewood’s Will Britain Ever Have a Black Prime Minster documentary - note taking and discussion tasks The lesson is 23 slides long.

TES – Beliefs pack This pack contains a complete scheme of learning for the AQA – Sociology Paper 2 module: Beliefs in Society. The pack contains twelve [12] complete lessons – each lesson is fully animated, full of tasks, activities, assessment materials, assessment tasks and consolidation activities. All lessons are accompanied by a handout/booklet that students can use during the teaching of the sessions. Documentary recommendations are included, as well as links to further reading and suggested materials for engaging students outside of the classroom. The sub-topics covered are: 1 – Definitions of Religion - https://www.tes.com/teaching-resource/resource-12774527 2 – Feminist View of Religion https://www.tes.com/teaching-resource/feminist-view-of-religion-sociology-12701674 3 – Functionalist View of Religion - https://www.tes.com/teaching-resource/resource-12774533 4 – Marxist View of Religion https://www.tes.com/teaching-resource/the-marxist-perspective-of-religion-12739724 5 – Social Change and the Conservative View[https://www.tes.com/teaching-resource/religion-force-for-change-or-conservative-force-12701703 6 – Religious Organisations and New Religious Movements - https://www.tes.com/teaching-resource/resource-12858285 7 – Secularisation -https://www.tes.com/teaching-resource/resource-12858297 8 – Alternatives to Secularisation https://www.tes.com/teaching-resource/aqa-sociology-alternatives-to-secularisation-full-lesson-12766222 9 – Religion and Social Groups https://www.tes.com/teaching-resource/aqa-sociology-religion-and-social-groups-12769375 10 – Science as a Belief System https://www.tes.com/teaching-resource/aqa-sociology-paper-2-religion-as-a-belief-system-12773915 11 – Religion in a Global Context https://www.tes.com/teaching-resource/resource-12858303 12 – Religion and Ideology https://www.tes.com/teaching-resource/aqa-sociology-religion-and-ideology-12774148

This pack contains a complete scheme of lessons for the AQA Paper 3 - Crime and Deviance module. review of my resources: "Great, core content presented in an engaging manner. I hope you are planning to add the rest of the crime module. Thanks." you can read the content of each lesson and view screenshots of all lessons by clicking on the relevant links below: The pack contains the following lessons, student booklets and additional resources If you have any additional questions, please email me at: matthew.oregan@hughbaird.ac.uk Lesson 1- Introduction to Crime and Deviance: https://www.tes.com/teaching-resource/resource-12790066 Lesson2 - The Functionalist view of Crime and Deviance: https://www.tes.com/teaching-resource/aqa-sociology-functionalist-view-of-crime-and-deviance-12785758 Lesson 3 - Subcultureal theories of Crime and Deviance https://www.tes.com/teaching-resource/resource-12858247 Lesson 4 - Conflict Theories of Crime and Deviance https://www.tes.com/teaching-resource/resource-12790478 Lesson 5 - Realist Theories of Crime and Deviance - https://www.tes.com/teaching-resource/resource-12790783 Lesson 6 - Labelling Theories of Crime and Deviance: https://www.tes.com/teaching-resource/resource-12795795 Lesson 7 - Crime and The Media, Moral Panics https://www.tes.com/teaching-resource/resource-12807680 Lesson 8 & 9 - Crime and Gender - https://www.tes.com/teaching-resource/resource-12808582 Lesson 10 - Crime: Globalisation & Green Crimes https://www.tes.com/teaching-resource/resource-12847020 Lesson 11 - Human Rights and State Crime https://www.tes.com/teaching-resource/resource-12847756 Lesson 12 - Crime Prevention, Control and Punishment - https://www.tes.com/teaching-resource/resource-12857652 **Each topic is called a ‘lesson’ e.g. Lesson 2 - Functionalist View of Crime - however, the PowerPoint are not designed to be taught in one session. Some will take an entire weeks worth of lesson time, others less. ** The resources here cover the entire Crime and Deviance module and will take a complete term to teach

This PowerPoint addresses representation of ethnicity and race in Blade Runner (Scott, 1982). The lesson covers: Whiteness in Blade Runner Techno-fascism Replicants - ubermensch, and analogue for US slave trade Asian culture and characters - Use of Asian cultural symbols in the city othernesses Other as exotic Representation of Latino/hispanic characters Essay structure/note taking handout

This pack contains a 20-slide PowerPoint and accompanying booklet. The lesson is the first in a series of lessons designed to cover ‘Beliefs in Society’ module of AQA’s Paper 2. The lesson covers: Starter students asked to define religion Students asked to identify religious symbols - discussion of what students already know about selected global religions [mainstream and NRMs] Debate: Is religion a force for good or force for evil in the world? Benefits and Drawbacks of religion Discussion of ‘Why we are studying Religion’ What is Religion? Substantive Definition Functional Definition Constructionist Definition All three definitions are explored in detail. The strengths and limitations of each definition are discussed in a task Summary Assessment - 10 mark question Planning activity included

This pack contains two Powerpoint presentations: 1 - 39 Slide PowerPoint that covers the Functionalist View of Religion AND ‘Civil Religion’ 2 - 5 slide PowerPoint that covers evaluation of the Functionalist view The lessons are accompanied with detailed handouts that students complete during the sessions The lessons cover: Starter task - symbols and meaning Introduce key theorists Define: Value Consensus, Order, Solidarity Define and introduce: The Sacred, The Profaine Short reading and summative task to consolidation knowledge and understanding of The Sacred, The Profaine Totemism - case study: Arunta Clan What is a ‘Totem’ Totemism and Clans Task - students to create their own clans, rules and totems that symbolise the values of the clan Reading / consolidation task The Collective Consciousness Critiques of Durkheim’s view point Malinowski Social Solidarity - explored and expanded upon Trobriand Islanders of the Western Pacific case study ‘God of the Gaps’ Religion ‘At a time of life crisis’ Parsons - Independent Reading task - Positive functions of religion Robert Bellah - Civil Religion Civil Religion in the USA Civil Religion in the UK Gapped handout- task Assessment - 10 mark assessment task

This pack contains one lesson and one accompanying handout that covers AQA year 13 SOCIOLOGY - Feminist View of Religion The lesson covers: Evidence of patriarchy in religion What would Liberal/Radical/Marxist feminists think about religion task Answers to previous question Research tasks - evidence of patriarchal ideologies in religion Four categories are given for the research task Consolidation from task Evaluation of feminist view: Karen Armstrong, Nawal El Saadawi, Linda Woodhead, Sophie Gilliat Ray Elisabth Brusco, Secular society Assessment - 10 mark question set The booklet is detailed, contains additional content and further reading. Students will complete the handout during the lesson and write their assessment in the same book.

This pack contains a 28-slide PowerPoint presentation and an accompanying 18-page student booklet. The lesson covers: Starter - Strain Theory - RE-CAP [this is an option part of the lesson] Structural vs. Cultural factors Albert Cohen What is a ‘sub culture’ Status Frustration Evaluation of Strain Theory Illegitimate Opportunity Structures Cloward & Ohlin Criminal subcultures Conflict subcultures Retreatist subcultures Case study: The Chicago School Reading / comprehension task terms covered by this task: Cultural transition theory, Differential associated theory, Social disorganisation theory Evaluation / critiques of Illegitimate Opportunity Structures Walter B. Miller - SIX Focal Concerns Each of the six are defined and feed in to a student task: Excitement Smartness Trouble Fatalism Toughness Autonomy Task - watch the music video for '*Ill Manors = Plan B* an d read the lyrics - students are to identify how the song addresses the focal concerns, and expresses the frusrations felt by working class groups, and why this frustration will lead to crime e.g. "Who closed down the community centre, I used to be a member, I used to kill time there, what will I do now till September? Schools out, rules out, get your bl**dy tools out" I found this task to be very useful as it is contemporary, British and speaks to all of the issues raised by Miller et al. ** This task can be cut out of the lesson if not needed. ** David Matza - Delinquency and Drift Mesner & Rosenfeld - Illegitimate Opportunity Structures Short reading/comphrension task on Illegitimate Opportunity Structures Assessment: 4 and 6 mark questions for students to plan and write responses to. Mark scheme / sample answer information provided to help students understand the expected outcomes of these types of questions The booklet contains additional assessment and revision materials

This pack contains a 20 slide PowerPoint and an accompanying 14-page handout/booklet that students complete during the lesson and for consolidation The lesson covers: IDEOLOGIES - Paper 2 - Beliefs in Society Starter: - Define ‘ideology’ -What is the FUNCTION of IDEOLOGIES in society? - How do IDEOLOGIES BENEFIT people/society? - How do IDEOLOGIES HARM people/society? Four functions of Ideology Problems presented by Ideologies Re-cap Marxism Ideology and Marx Ruiling class ideology Reinforces Class Conscioiusness Gramsci - - Hegemony Dual Consciousness Organic Intellectuals Nationalism Define the term, examples included Claims of nationalism Reading and summative task KARL MANNHEIM: IDEOLOGY & UTOPIA PARTIAL or ONE-SIDED WORLDVIEWS ideological Thought vs Utopian Thought Free Flowing Intelligencia Total World View Feminism and Ideology Reading and summative task Summary Slide Assessment is included in the booklet Sample answer/essay included in the booklet Final consolidation and mind-mapping activities also included in the booklet

This pack contains TWO Lesson Lesson1 - Religious Organisation and NRMs - accompanied by a 28 page booklet Lesson 2 - The Growth of NRMs - just the PowerPoint Lesson 2 - The Growth of NRMs is FREE - the lesson is an older version and does not have a booklet. However, the content is great and the lesson is of a high standard. **Lesson 1 covers: Starter / session 1 - ** Students are given an New Religious Movement - they then are to work in small groups to research the NRM in preparation for class presentations. - you are free to adapt and use this task as you see fit. RELIGIOUS ORGANISATIONS ERNST TROELTSCH ‘Sects and Churches’ Richard Neibuhr Denominations and Cults Each type of religious organisation is then explored in more detail: Sects Case study: The People’s Temple Denominations Case study data included in PP Cults NRMS / New Religious Movements World Rejecting World Accomidating World Affirming Evaluation of Wallis’ perspective Stark and Bainbrigde- Cults and Sects Definitions provided for CULT / Sect, and examples Audience Cults Client Cults Cultic Movements - Scientology mini-case study Assessment: The lesson / booklet contain several consolidation and revision activities. There is a 10-mark assessment attached to this PowerPoint/content that teachers can set as an in-class or homework assignment. Lesson 2 - Growth of NRMS covers: Margninality Relative Deprivation Social Change Self-identity The Dynamics of NRMS / How they Grow The Protestant effect Death of the leader Stark / Bainbridge - The Sectarian Cycle Schism Initial Fervour Denominatioanlism Establishment Further Schism Conversionist Sect Adventist Sect Globalisation post-Modernity individuals Consumerism Heelas - New Age & Modernity source of Identity Sense of certainty in a time of anomie

This pack contains a 25 question quiz that tests student knowledge of Educational Achievement: Girls The pack contains: QUIZ Answer sheet This quiz is a great Starter Task / Plenary.

This pack contains a 20-question multiple choice quiz that will test your students knowledge and understanding of RESEARCH METHODS The quiz is perfect for a Starter Task/Plenary when you reach the end of the RESEARCH METHODS module

This pack contains a 12-slide PowerPoint presentation and accompanying student booklet This lesson is designed to be student led and contains a student presentation task - the price of this pack reflects this Contents: Starter Students to discuss attitudes towards crime, punishment, government policy REALISM vs SOCIAL CONSTRUCTIONISM - defined REALISM - definition expanded upon RIGHT REALISM Define, examples and short video summarising Charles Murray's perspective LEFT REALISM Define, examples and a short video Presentation tasks Each group will produce a poster presentation on one of the following: RIGHT REALISM – CAUSES OF CRIME RIGHT REALISM – SOLUTIONS TO CRIME LEFT REALISM – CAUSES OF CRIME LEFT REALISM – SOLUTIONS TO CRIME Your presentation must include KEY CONCEPTS, CLEAR EXPLANATIONS, NAMED RESEARCH and an EVALUATION

These English G.C.S.E. resources have been designed for the AQA speciation. This PAPER 1 SECTION A session follows this format: 1 – Starter tasks: VOCAB expansion: learning, defining, and finding synonyms for new words 2 – SPAG Focus: Parts of speech: nouns and prepositions 3 – Text: The Strange Case of Dr Jekyll & Mr Hyde By Robert Louis Stevenson 4 – Questions 1,2,3 and 4 are broken down and simplified. 5 – The text is explored, analysed, evaluated using each of the four questions 6- Assessment activities 7 – Plenary activities Each lesson is accompanied by a work-booklet and additional handouts for the SPAG activities.

**This pack contains one 23-slide PowerPoint that teaches how to answer this question using Pulp Fiction as the chosen film. One 12-page booklet - note taking, fill in the gaps, analysis, detailed slides and essay planning document. ** Explore how far cinematography contributes to the experimental nature of your chosen film or films. [20] every analysis task comes with multiple slides breaking down the scenes and provide guidane for essay writing Lesson covers: Starter - Re-cap of conventional/mainstream American cinema approach to camera Short Martin Scorsese/ history of the Hollywood style - documentary extract and tasks Explanation of the ‘formal’ approach to cinematography - with examples Discussion of Tarantino’s most common ‘experimental’ uses of camera - with examples from the film How to write an introduction to the question - writing task Part 1 - 'using the camera to restrict information and create active spectators. The ‘Trunk shot’ Part 2 - Subversion of conventional approach / experimenting with scene construction Analysis of scene from Fast and Furious 7 - Comparative analysis of the ‘Marcellus meets Butch’ scene from the film Part 3 - French New Wave: camera in service of the characters, not narrative Analysis - scene from Breathless Analysis - comparison to final scene from the film Detailed visual breakdown of the final sequence Plenary/assessment: Read exemplar essay Review and re-write activity optional research task Essay planning activity [with booklet] Mark scheme

This pack contains TWO lessons. Lesson 1 - Social Context: Intro to film and module Review of past paper questions - these are used to structure the entire session and all students will be able to answer the questions by the end of the session Film’s genre and director/stars Social Context - post war USA Boomer generation and conflict with teens/youth Rebellion in the 1950s Series of key scene analysis tasks covering: social context, mise-en-scene Lesson 2 - Production Context What is ‘Production Context’ Review of past paper questions - these are used to structure the entire session and all students will be able to answer the questions by the end of the session Classic era Studio system/factory filmmaking Sound in cinema - analysis and history Stars Studio model Patriarchal nature of the classic era Male Gaze Genre In-depth analysis of Cinematography - 10 mark past paper question - analysis tasks and in-class assessment for this question