Detailed and differentiated (up and down) student-led lesson that examines, analyses and evaluates Marxists Althusser, Zaretsky and Engels’ views and functions of the family. Lesson explores the concepts: Marxist Warm Bath Theory, Monogamy , The monogamous nuclear family , Unit of consumption, Pester power, ideology, ideological function, false consciousness Lesson makes links to general Marxist key terms and other family key terms that students might have previously been taught. Main activities makes reference to AQA A-level Book 1 by Townsend Includes exam questions and guidance for answering them. ***** MOST ACTIVITIES INCLUDE ANSWERS**** Starter assesses prior learning on Parson’s functions of the family ***** WORKSHEETS AT THE END OF THE PPT****

Detailed and differentiated (up and down) student-led lesson that examines and evaluates Liberal (Somerville​), Radical (Greer), Marxist (Ansley) and Difference feminist views and functions of the family. Lesson explores the concepts: The personal life perspective​, Donor-conceived children Lesson makes links to other key terms students might have previously been taught: Interactionism vs Structuralism​, Family diversity, Same-sex families Main activities makes reference to AQA A-level Book 1 by Townsend ***** ANSWERS FOR SOME ACTIVITIES INCLUDED **** Starter assesses prior learning on functionalist, Marxist and feminist theories of the family ***** Starter sheet at the end of PPT****

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 capital in causing class differences in achievement/ middle-class achievement. Also covers and supports students in answering 4/6 markers using a success criteria and student-friendly mark-schemes. ANSWERS TO MAIN ACTIVITIES AND EXAM QUESTIONS ARE INCLUDED COMES WITH FREE A-LEVEL HELP SHEET AND KEY TERM SHEET FOR TOPIC 1 & 2 **Made for AQA A-level but can be easily used for other specs (just need a different source of information/ textbook) differentiated down for GCSE) lesson ** 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

Detailed and scaffolded (e.g. SOME sentence starters/ prompts, separating sociologists who comment on different aspects of each topic, SOME page numbers for sociologists that might be more difficult to find, etc.) key sociologists sheets that requires students to write done what key sociologists from topics 1-4 say. Contains the main key sociologists in Topics 1-4 of the media unit for AQA A-level Sociology: Topic 1 - Ownership and control of the media output Topic 2 - The media, globalisation and popular culture Topic 3 -the processes of selection and presentation of the content of the news​ Topic 4 -media representations of age, social class, ethnicity, gender, sexuality and disability. **REQUIRES textbook - 'SOCIOLOGY For AQA Volume 2 by Browne, Blundell & Law **

Detailed and diiferentiated (up and down), student led lesson that recaps: patterns of ownership the mainpulative, hegemonic and plurlaist approach to media ownerhsip and control formal and informal controls of media output or content. References the following concepts: Agenda-setting  Gate-keeping   News values  Marxism    Structuralism vs Interactionism     Ownership  Ideology  Capitalism   False consciousness   Neo-Marxism Lords of the Global Village  Formal and informal methods of control. ANSWERS INCLUDED FOR SOME MAIN ACTIVITIES INCLUDED** RESOURCES FOR LESSON CAN BE FOUND AT THE END OF PTT Made for AQA A-level but can be easily used for other specs (just need a different source of information/ textbook) **Based on the content in 'SOCIOLOGY For AQA Volume 2 by Browne, Blundell & Law **

Key term sheet for AQA A-level Sociology Family Topic 1 Couples that requires students to fill out the definitions themselves. Includes some sentence starters for more difficult topics. 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

Detailed writing frame that scaffolds (from introduction to conclusion) a full answer for a 20 marker on divorce (family -topic 2 childhood. Models how to use the item to select points or arguments to answer the question. *** Based on AQA specification** *Outlines the success criteria and provides sentence starters for the full essay (intro, main body and conclusion). Success criteria used for paragraphs in main body of essay is PEELE/A Outlines the key terms, sociologists, theories that can be used when answering the question. Supports students who need support and guidance with writing essays whilst providing students who are already good at writing essays opportunities to further improve their essay skills. PAGE NUMBERS From Webb et al Book 1 textbook included for 3/4 of paragraphs in main body.

Detailed writing frame that scaffolds (from introduction to conclusion) a full answer for a 20 marker on the family being beneficial (family -topic 3 theories of the family). Models how to use the item to select points or arguments to answer the question. *** Based on AQA specification** Supports students with planning the 20 marker (using the item) - using planning success criteria. Outlines the success criteria and provides sentence starters for the full essay (intro, main body and conclusion). Success criteria used for paragraphs in main body of essay is PEELE/A Outlines the key terms, sociologists, theories that can be used when answering the question. Supports students who need support and guidance with writing essays whilst providing students who are already good at writing essays opportunities to further improve their essay skills.

Detailed writing frame that scaffolds (from introduction to conclusion) a full answer for a 20 marker on evaluating the view that individual choice in personal relationships has made family life less important in the United Kingdom today (family -topic 6 family diversity). *** Based on AQA specification** Models and supports students with how to use the item to select points or arguments to answer the question and how to plan essays using planning success criteria. Outlines the success criteria and provides sentence starters for the full essay (intro, main body and conclusion). Success criteria used for paragraphs in main body of essay is PEELE/A Outlines the key terms, sociologists, theories that can be used when answering the question. Supports students who need support and guidance with writing essays whilst providing students who are already good at writing essays opportunities to further improve their essay skills.

Alphabetical key term sheet for AQA A-level Sociology Education Topic 4 Gender differences in achievement that requires students to fill out the definitions themselves. *** Includes some prompts to help students remember how key term links to the topic, *e.g. divides key terms into those use in: gender differences in achievement, gender differences in subject choice and pupils’ sexual and gender identities *** *** Includes a section with key terms that students should know from previous learning (links to key terms covered in class differences in achievement, e.g. labelling, pupil identities, etc) that link to this topic. **DOES NOT INCLUDE IN TABLE key terms covered in Topic 1 & 2 Class diff key term sheet. 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

Detailed student SKILLS booklet that models and provides guidance on how to develop exam skills (AO1, AO2 & AO3) and how to use these to answer the different exam questions in the AQA A-level Papers (4, 6, 10, 20 & 30 markers). 40 page pdf document provides success criteria for the different exam questions with a model answer for each (20 and 30 markers have the same model answer – booklet specifies difference between the two), techniques for further improving answers once students are able to meet the success criteria for each exam question (A*-A answers), tips and suggestions to support and promote independent revision outside of class lessons, revision websites and channels, and podcast and a reading list to develop student’s knowledge outside of the topic. Includes the following: Help sheet – including the main issues students have and steps to take to tackles these; develops independence Contents page - to help students navigate booklet Course overview –written out for family, education, media, theory and methods (sepearately and combined), methods in context and crime ***EDITABLE COURSE OVERVIEW DOCUMENT– to allow you to edit the units you teach Personal Learning Checklist (PLCs) for the following: Education, Methods in context, ‘Theory and methods’ (separate and combined versions), Family, Media, Beliefs and Crime - **PLCS APART FROM BELIEFS AND CRIME HAVE PAGE NUMBERS ** -for the Ken Brown textbook for media and Webb et al Book 1 and 2 for the rest . Assessment Objectives – information on these and how to develop these skills in lessons and outside of lesson. Exam questions – Success criteria, sentence starters, links to AOs and MODEL ANSWERS for each exam question -4 & 6 markers 10 markers 20 & 30 markers Success criteria NOTE - ‘(D)’ IN PEELE/A (D) stands for Develop (which means to evaluate and/ or analyse) - so paragraph success criteria can be PEELE/A (I use for year 12) or PEELD (for year 13) Further developing your answers – how to further develop answers using the AOs, improving explanation, analysis, evaluation and links - INCLUDES MODEL EXAMPLES. Focusses on: • Improving your explanations • Improving your analysis • Improving your criticisms • Going beyond PEELE – Demonstrating more AOs • Going beyond PEELE – Make more use of ‘Links’ to improve AO2 Other resources that might help – YouTube websites, Podcast and revision websites Developing sociological skills outside the lesson -mind-map for umbrella theories (yr 12 – consensus vs conflict, modernism vs postmodernism structural vs interactionism in relation to functionalism, Marxism, Feminism Personal life perspective), reading list that explores sociological themes learnt throughout the course. **BOOKLET (apart from ‘Course overview’ NOT EDITABLE - PDF DOCUMENT **

Detailed and differentiated (up and down) student led lesson that: uses scaffolding to guide students in making a mind-map of the topic as a revision material -recaps the success criteria for 10 markers with item -provides a model paragraph for a 10 marker item on this topic -uses scaffolding to help students write their own 10 mark (item) paragraphs or full answers. -includes 4 different 10 markers (with item). for this topic NOTES -RESOURCES CAN BE FOUND AT THE END OF THE PPT.

Includes: small revision activity –that looks at the similarities and differences between functionalism, Marxism and feminism 25 min quiz (on basic sociological concepts, key functionalist, Marxist, feminist’s ideas and terminology) answers/ mark-scheme for quiz scaffolding for students to peer assess (but quiz can also be marked by teacher) SAME as A-level intro quiz but excludes questions on the nature – nurture debate. Can be used for any spec

8 page key term sheet that includes: Basic sociological terms needed to understand behaviour Basic functionalist terms Basic Marxist key terms Basic feminist key terms Includes some images that illustrate some of the key terms above Made to meet AQA GCSE spec but can be used (and easily edited) for other exam boards AND for A-level

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. ANSWERS TO MAIN ACTIVITIES AND EXAM QUESTIONS ARE INCLUDED **Made for AQA A-level but can be easily used for other specs (just need a different source of information/ textbook) differentiated down for GCSE) lesson ** 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

Explores, norms, values, culture, socialisation (primary/secondary) and social control, agencies and agents of socialisation and social control as an introduction to Sociology. Also looks at the importance of primary socialisation and the consequences of it inadequately performed. 3 marker with a success criteria and student friendly mark-scheme Resources can be found at the end of the PPT. Answers included for main activities Made to meet the AQA spec but can be used (and edited if needed for other spec)

Lesson to introduce the AQA GCSE Sociology course (but can be easily edited to meet the needs of other specs) and to the sociological imagination or line of inquiry. The lesson includes: an overview of the course, exam and curriculum An activity on how to create and maintain a safe space for discussions suggested revision websites and youtube channels that students can use to develop their knowledge and understanding of key ideas and concepts. activities to introduce students to Sociology and sociological thinking/ inquiry. Expectations ** Edited from A-level version to meet the needs of KS4 students. **

Display for A-level Sociology exam questions. PPT comes with a letter per slide to make: PE - POINT+EXPLANATION - 4 & 6 marker PERD - POINT + EXPLANATION + RESEARCH +DEVELOP - 10 markers PEELE/A - POINT + EXPLANATION + EVIDENCE + LINK + EVALUATE/ ANALYSIS - 20 & 30 markers Made for A-level AQA Sociology