I am an A Level tutor who teaches Film Studies A Level & G.C.S.E., Sociology A Level, E.P.Q., English Language G.C.S.E.
*PLEASE REVIEW*
I complete schemes of work for each of my courses and aim to upload as many resources as I can in the near future. If you like my work and would like to request a resource, please let me know and I will produce what you need.
I produce video resources here:
https://www.youtube.com/channel/UC31WbZO2OQW3Ul108I0QUmw
I am an A Level tutor who teaches Film Studies A Level & G.C.S.E., Sociology A Level, E.P.Q., English Language G.C.S.E.
*PLEASE REVIEW*
I complete schemes of work for each of my courses and aim to upload as many resources as I can in the near future. If you like my work and would like to request a resource, please let me know and I will produce what you need.
I produce video resources here:
https://www.youtube.com/channel/UC31WbZO2OQW3Ul108I0QUmw
This pack covers Dark Side of the Family: Domestic Abuse - Radical Feminist, Materialist perspectives
The PowerPoint covers:
Definition: domestic violence
What do sociologists say?
Kathryn Coleman
What does Domestic Violence occur?
Radical Feminist Explanation
Materialist Explanation
Plenary - 10 mark assessment
This pack also contains:
Handout/booklet to accompany the PowerPoint - students use this in class, it contains all info they need
Assessment handout
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
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:
A 45-slide PowerPoint presentation
This lesson covers:
Re-cap of Post Modern theory
Definition, Grand Narratives and institutional power
Starter Task - students discuss and share their experiences with religion in 21st century
Two slides discussing the over-arching criticism of Secularisation Theory
Religious Market Theory & Theories of Late Modernity and Post-Modernism
-Grace Davie: From Obligation to Consumption - defined and discussed, examples provided to enhance understaning
Believing without Belonging
Vicarious Religion & The Spiritual Health Service
Critics of Davie: Steve Bruce, Voas and Crocket, Abby Day
Cultural Amnesia & Spiritual Shopping
Danielle Hervieu-Leger: Pilgrims vs. Converts
Post Modern Religion
Globalisation and its impact on religion
Desembedded religion
Religion online and Online Religion - reading, note taking and discussion task
Religious Consumerism & The Sphere of Consumption
Religious Consumerism
Religious Disenchantment
Reading and assessment task: New Age Religions
Self-Religion and Sheilaism - video resource, reading task
Task: students given tenants of major religions as well as tenants of some global religions. Students use their phones and this data to create their own ‘commandments’
Religious Market Theory
Are humans inherently religious?
Religion as a Compensator
American Vs. Europe
Supply Led Religion
Televagelism explored
Critiques of Religious Market Theory: Bruce, Norris and Inglehart, Beckford
Existential Security Theory
People from poorer societies/nations are much more likely to be religious that people from richer societies/nations. Comparison made between Burundi (poorest nation on Earth) and Germany (one of the wealthiest)
Norris and Inglehart: Existential Security
Poor societies vs rich societies
Case Study: Uruguay
Booklet
The booklet is 28 pages long
The book contains a combination of note taking, gapped sections, tasks
A two-page linear, bulletpointed list of key facts, dates and developments that will help students understand the process of seculariation and rise of alternative religions
Several consolidation activities aimed to help learners of all learning styles.
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 35-page PowerPoint presentation and an accompanying booklet that students can fill in as you teach. The pack also contains a sample answer and a seperate mock-question assessment task.
The PowerPoint covers:
Starter Task - Students view on religion and science; similarities, differences, types of knowledge-claims made by each side
Faith in Science
Manufactured Risks
Cognitive Power
Karl Popper - Open Belief Systems
The Scientific Method
The Principle of Falsification
10 min in-class summative writing task
Robert Merton - CUDOS / Norms
Science as a tool for society
Explaination of how the Protestant Reformation led to the rise of scientific thinking
CUDOS - task - students create their own list of ethics
CUDOS - define and explore the ethical criteria
Closed Belief Systems:
Define and expain
Case Study - Witchcraft Amongst Azande Peoples
Michael Polanyi
- Circularity
- Subsidary Evidence
- Denial of Legitimacy to Rivals
- Paradigms - discussion of Velikovsky
- Paradigm Shifts
- Reading task - Paradigm shifts and Scientific Revolution
Interpretivist View of Science
Students asked to justtify their ‘belief’ in several scientific concepts
Karin Knorr-Cetina - Paradigms
Steve Woolgar and LGM (LIttle Green Men}
Marxist and Feminist View of Science
Definitions
Short reading task
Reflection and consolidation task
Post-Modernist View of Science
Manufactured Risks
Techno-science
Plenary -
Consolidation activities
Sample answer - read and annotate
Planning and write a response to an exam question
This pack contains a 40-slide PowerPoint presentation, a 24-page student booklet, and several other resources to be used in the session.
The lesson covers:
Starter - student experiences with crime and deviance in media
Media Representation of Crime and Deviance overview: (1 slide on each of these topics:)
Violence and Sex Crimes
Media representation of victims
Media exaggeration of certain crimes
Media exaggeration of risk to victims
Crime represented as a series of events
Media overplay extraordinary crimes
Dramatic Fallacy
Soothill & Walby: the Balaclava Rapist / exaggeration of criminal acts
New Values and Coverage
Mediation of Crime / Crime as a social construct
Selection / Organisation /Focus
Task - students read Sky News article covering the mugging of Sajid Javid and analyse the use of langauge, exaggeration of crime, idelogical underpinning of this media report
(the entire article is broken down in the PowerPoint (see screenshots for examples)
News Values
Fictional Representations of Crime:
Surette [1998] – Fictional representations of crime, criminals and victims are the opposite of the official statistics.
Immitaiton
Arousal
Desensitisation
Transmission of Knowledge
Stimulating Desire
PROTRAYING THE POLICE AS INCOMPETENT or CORRUPT
BY GLAMOURISING OFFENDING
Evaluation of Fictional Representations of Crime
Reading task - students read extract from the ‘Myth of Media Violence’ study and compare the findings to what we have covered in the lesson
FEAR OF CRIME:
Distortion of crime in the media
RELATIVE DEPRIVATION AND CRIME
Left Realist view
Cultural Criminology
Cultural Criminology with examples
Global Cyber Crime
The PowerPoint has a short ‘Moral Panics’ lesson attached to it. The slides are not to the same standard as the content listed above and have been included free of charge. I have covered Moral Panics in a more depth and with better resources in a previous Crimes and Deviance lesson pack: https://www.tes.com/teaching-resource/aqa-sociology-paper-3-conflict-theories-of-crime-and-deviance-12790478
Tasks are included throughout the lesson and student knowledge is tested throughout the session.
The student booklet is to be filled in and completed during the lesson.
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 one 20-slide PowerPoint presentation, one booklet (to be completed by students; the booklet also contains several consolidation activities) and a starter task
Lesson:
Starter/Re-cap/revisiting activity - definitions of religion
Age
Gender
Class
Ethnicity
For each of the four groups listed above there are 2-3 slides for each.
The slides cover key arguments, contain graphs and statistics to support points, key terms are highlighted and theorists are cited.
Consolidation activity - students to read one of four articles that cover each of the groups studied in the lesson. Each student annotated, draws out quotes and key arguments and then contributes to a group ‘wiki’ page. The ‘wiki’ page can be created in Teams, or it can be created on paper, shared with the teacher and then scanned in to one comprehensive revision resource.
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 contains a 29-slide PowerPoint presentation and an accompanying student work booklet.
The lesson covers:
PART I:
Starter Task - Brief re-cap of Functionalism
[The re-cap is a 12 - slide summary of the FUNCTIONALIST perspective. This can be cut down, removed of edited to suit your learners needs]
Definitions: Socialisation and Social Control
Is Crime Inevitable? - Crime as inevitable and universalistic
Anomie
The Positive Functions of Crime
Boundary Maintainance
Dramatisation of Evil and ‘folk devils’
Task
Adaptations and Change
Kingsley Davis - Crime as a ‘safety valve’
Bed Polsky - channeling of sexual desires
Albert Cohen
Deviance as a warning sign’
Crime and Deviance - creates jobs in society
Management and regulation of deviancy
Evaluation and Critique of the points/perspectives covered above
Series of consolidation tasks - mind maps, essay and comprehension questions, writing tasks, key terms.
PART II:
Merton’s ‘Strain Theory’
Define: Strain Theory
Structural factors leading to crime
Cultural factors leading to crime
Case study: American Dream/Wall St. crash
Five type of Anomie:
Conformity, Innovation, Ritualism, Retreatism, Rebellion
Evaluation and Critique of ‘Strain Theory’ studied in this session
This is a comprenhsive and detailed look at the MARXIST view of Education.
All resources are colourful, supported with image and video resources and are engaging for year 12 and 13 students. They offer lots of discussion points.
This pack contains
34-slide PowerPoint presentation (one formatted for for PC and one for Mac)
Student booklet to accompany lessons
Sample response
Mark scheme
Assessment materials
Built in assessment
Content:
Re-cap The Function of education
Overview of Marxist view of education
Two class system
Class conflict
Video examples of class conflict to foster discussion and debate
Marxist view - compare to Functionalist view
The Myth of Meritocracy
Louis Althusser
Ideological State Apparatus
Education reproduces, legitimates inequality
Bowles and Ginit
Producing the next generation of labour power
The Correspondence Principal
Paul Willis - Learning to Labour
Plenary and assessment activities included.
Built in assessment, planning, writing and marking exercises.
This resource pack is comprehensive.
This pack contains an entire scheme of learning for the **AQA Sociology: Education **topic
There are over 50 resources in this pack:
The pack contains lesson PowerPoints, handouts, work booklets, assessment materials and activities for all of the following areas:
Introduction to Education
Funcationalist Approach to Education
Marxist Approach to Education
Social Class and Achievement
Gender and Education - boys, girls
Ethnicity and Education
Social Policy
**I have included several screenshots of lessons to give an idea of the quality and style of the resources. **
Each lesson and handout has been designed with students in mind - they are colourful, full of images, interesting tasks and are engaging for learners. There are a variety of approaches used across the scheme, as well as a variety of assessment activities.
Every single lesson has an accompanying booklet for students to fill in during lessons.
Sample responses, past paper questions, additional reading, documentary recommendations, and more are contained within the lessons.
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 one 18-slide lesson and one handout that cover the following:
Starter - Dissecting Marx’s ‘Opium of the people’ quote
Religion as an Ideological State Apparatus
Religion and class / prosperity Theology
Task - using quotes from major religions, students are to explain their use and link them to the Marxist perspective
Spiritual Gin / Lenin
Alienation
Critiques of the Marxist perspective of Religion
Classical vs Neo Marxist perspective
Brief overview of Ernst Bloch and Dual Characteristics
Brief overview of Otto Maduro & Religion as a Revolutionary Force
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 16-slide Power-Point that introduces FEMINISM, and an accompanying booklet.
The lessons introduces students to:
*
Definition of Feminism
Class discussion: what do students already know? What is their understanding of feminism?
Discussion and definition of Patriarchy
Feminism as a Structural/Conflict theory
Brief history of Feminism - tasks included
“Good Wife Guide”
Equal Pay Act
Contraceptive pill
Feminism in the 70s, 80s
Women in the media
Bechdel Test
Plenary: task and discussion
There are TWO copies of the lesson - one formatted for MAC and one formatted for PC.
This pack contains the following:
Complete lesson:
Starter task (re-cap key terms)
What is a Questionnaire?
Types of questions: closed/open
Strengths of questionnaires
Weaknesses of questionnaires
Pilot Studies
Plenary assessment tasks
Booklet
Sample response to exam question