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 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

Alphabetical key term sheet for AQA A-level Sociology Education Topics 1-5. Contains the main key terms used in Topic 1-6 of the education unit for AQA A-level Sociology: -Topic 1 - Class differences in achievement (external factors) -Topic 2 - Class differences in achievement (internal factors) -Topic 3 - Ethnic differences in achievement -Topic 4 - Gender differences in achievement -Topic 5 - Role of education -Topic 6 - Education policy *** Includes scaffolding, e.g. some sentence starters (to model to students how to incorporate key sociologists into their definitions) and prompts to help students remember how key term links to the topic. ** *** Includes a section with key terms that students should know from previous learning (for topic 3 sheet ethnic differences - this would be terms that link to key terms covered in class differences in achievement, e.g. labelling, pupil identities, material deprivation, speech codes etc) that link to this topic. ** Good form of revision for students and can be used as a revision resource to develop AO1 once filled out. **BASED ON CONTENT 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