This resource aims to assist classroom teachers in their mid to long-term planning. It contains schemes of work for a number of sections across components 1-3, 'student friendly' generic mark schemes for all questions across each component and a student marking and reflection (DIRT) sheet that improves the efficiency of providing student feedback. Find beneath more specific details: Schemes of Work: In detail: for first time teaching: *Understanding social inequality (social class): component 2 *Understanding social inequality (gender): component 2 *Understanding and researching social inequalities (combined plan of delivery): component 2 *A selection of research tasks that are directly incorporated into researching social inequalities *Crime and deviance: component 3 In summary: for revision purposes: *Socialisation, culture and identity: component 1 *Youth subcultures: component 2 *Researching social inequalities: component 2 *Understanding social inequalities (social class): component 2 *Understanding social inequalities (gender): component 2 Each plan of delivery contains: *Component and specific section briefs *Guided number of lessons *Learning objectives and points of guidance *Guided assessment points and questions *Homework prompts *Colour coded prompts e.g. research methods links, content no explicitly on the specification, assessment points, preparation lessons and dedicated feedback and reflection opportunities Generic mark schemes / feedback and reflection (DIRT) sheet These mark schemes are 'user friendly' for both teachers and students with the purpose of making marking a more efficient process. This is achieved by: *Providing generic mark schemes for each question across component 1 - 3 *Breaking down assessment objective skills into clear sections *Providing level descriptors in bullets *Prompts to recognise type of marking e.g. teacher / peer and pride and effort taken by the student The feedback and reflection (DIRT) sheet contains opportunities for students to: *address spelling mistakes *identify strengths and successes *identify errors / steps for continued support *specific targets for improvement and reflection *reflect on identified targets Teachers are provided with the opportunity to recognise the quality of reflection through identifying the appropriate descriptor and can provide further guidance by identifying points from a pre-populated menu.