** EDITABLE - on a word document** Personal Learning Checklists for the following AQA A-level Sociology syllabus: Education Family Religion Media Crime Theory and Methods (includes separate PLCs for each sub-topic and a combined PLC. Methods in context PLCS for Theory and Methods, Methods in context and Famiy include and page numbers from the Westergaard and Townsend book one and two and Ken Browne ‘Sociology for AQA volume 2’ book (for media) for content that students might find hard to find in the textbook(s). Topic numbers included for all PLCS.

Detailed and differentiated set of student-led lessons made for AQA A/AS-LEVEL SOCIOLOGY but can be differentiated for GCSE (see below-L2) and any SPEC (as it goes through the main methods, terms, issues for social research in general: Intro to Methods Explores primary vs secondary methods, quantitative vs qualitative methods, validity and reliability as a way to introduce students to the main main research methods. Explores practical (time, cost, research opportunity, requirements of funding body & subject matter), ethical (informed consent, confidentiality, harm to participants, vulnerable groups & covert research) and theoretical issues (validity, reliability, representativeness, methodological perspectives, interpretivism & positivism). *** Catered towards A-LEVEL AQA sociology but if main activity can be replaced, the rest can be used for GCSE and ANY SPEC.** *** Main activity uses pages 92-94 of the AQA A Level Sociology Book One Including AS Level: Book one 3rd Revised edition by Rob Webb, Hal Westergaard, Keith Trobe, Annie Townend** explores sampling methods, sampling frame, representative (sample), generalising (findings) and the relationship between these and positivism vss interpretivism and theoretical issues LESSON COMES WITH ANSWERS

LESSONS L1 - Detailed and differentiated student-led lesson that explores childhood​, social constructionism, industrialisation (briefly), the globalisation of western childhood , western notion of childhood as a way to introduce students to the idea of the social construction of childhood. Mostly focusses on cross-cultural differences in childhood but briefly covers historical differences of childhood in Britain. Explores the views of sociologists such as Pilcher​, Benedict​, Wagg​, Punch, Holmes, Firth and Malinowski. AQA A-level Families Topic 2 Childhood- Lesson 1 L2 - Detailed and differentiated student-led lesson that explores Pre-industrial society​, Industrialisation​, Modern western notion of childhood, ‘cult of childhood’, Child-centredness/centred society , Infant mortality, as a way to examine Aries views and explanations of the historical differences in western childhood. L3 - 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. L4 - 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. KEY TERM SHEET Alphabetical key term sheet for AQA A-level Sociology Family Topic 2 Childhood that requires students to fill out the definitions themselves. Includes some sentence starters for more difficult key terms. **Good form of revision for students and can be used as a revision resource to develop AO1 once filled out. ** **BASED ON CONTENT in textbook - AQA A Level Sociology Book One Including AS Level: Book one 3rd Revised edition by Rob Webb, Hal Westergaard, Keith Trobe, Annie Townend ’ textbook **REVISION LESSON **- Detailed and differentiated (up and down) student led lesson that supports students in recapping the main theories, views and explanations of the position of childhood; examines how march of progress, conflict, child liberationists and postmodernist theories’ view society and how this might influence their approach or view of childhood and its changes over time. Also highlights the key sociologists (Katz, Postman, Aries, Palmer, Jenks, Gittens) in this topic. The lesson then requires students to apply this knowledge to plan (using a success criteria) a 20 marker and write at least one paragraph for it.

Lessons: L1 Material deprivation Detailed and diiferentiated (up and down), student led lesson that explores class differences in achievement the role of material deprivation in causing or contributing to it. Introduces students to material vs cultural factors and external vs internal factors. Also introduces students to how to answer 4 and 6 markers using a success criteria and student-friendly mark-schemes. L2 Cultural deprivation Detailed and differentiated (up and down), student led lesson that explores collectivism vs individualism, elaborate vs restricted code, subculture, fatalism vs meritocracy, deferred vs immediate gratification, meritocracy, present-time vs future orientated vs compensatory education to enable students to understand the role of cultural deprivation in causing class differences in achievement/ working-class underachievement. Also covers and supports students in answering 4/6 markers using a success criteria and student-friendly mark-schemes. L3 Cultural capital Detailed and differentiated (up and down), student led lesson that explores cultural, educational and economic capital and compensatory education to enable students to understand the role of cultural deprivation in causing class differences in achievement/ working-class underachievement. Also covers and supports students in answering 4/6 markers using a success criteria and student-friendly mark-schemes. L4 - How do I answer 10 markers? Detailed and differentiated (up and down), student led lesson that explores how to answer 10 markers, in particular for education topic 1 - class differences in achievement (external factors). Can also be used as a revision lesson for topic 1 (class diff in achievement -external factors) Includes student friendly success criteria PERD (Point+Explanation+Research+Develop) success criteria and student-friendly mark-scheme. L5 Labelling 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. L6 Streaming and pupil subcultures Detailed and differentiated (up and down), student led lesson that explores labelling, streaming, differentiation, polarisation, anti-school subcultures, pro-school subcultures, pupil subculture, A-C ecnonomy, educational triage to enable students to understand the role of streaming and pupil subcultures in causing class differences in achievement/ working-class underachievement/ middle-class achievement. Also covers and supports students in answering 4/6 markers using a success criteria and student-friendly mark-schemes. L7 Class identities Detailed and differentiated (up and down), student led lesson that explores pupil identity, class identities, habitus, symbolic capital, symbolic violence, nike identities, style performances to enable students to understand the role of class identities in causing class differences in achievement/ working-class underachievement/ middle-class achievement. Also covers and supports students in answering 4/6 markers using a success criteria and student-friendly mark-schemes. L8-9 How do I answer 20/30 markers? Detailed and differentiated (up and down), student led lesson that explores: the main assessement objectives - AO1, AO2,AO3 how to answer 30 markers allows studeNts to revise class differences in achievement (external and internal factors). L10-11 Assessment & FEEDBACK (DIRT) Lesson Asessment questions for A-level Sociology (4, 6, 10, 30 markers) AND detailed and differentiated (up and down), student led feedback DIRT lesson that explores recaps how to answer4, 6, 10 & 30 markers and provides answers for assessment. Includes student friendly success criteria mark-schemes. **L12 - Folder lesson ** 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 **ANSWERS TO MAIN ACTIVITIES AND EXAM QUESTIONS ARE INCLUDED ** 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