This engaging sociology lesson explores how education reproduces class inequality through curriculum choices, testing, subject status, and authority. Designed for Cambridge AS/A Level Sociology (Paper 1: Education) or advanced high-school sociology classes, it introduces Marxist ideas such as Althusser’s Ideological State Apparatus in a clear, student-friendly way. Includes: PowerPoint presentation with key concepts, discussion prompts, and mini-tasks Diamond-ranking worksheet to evaluate which forms of class oppression matter most Interactive group activities and critical thinking tasks Clear lesson objectives and wrap-up reflection question Perfect for teachers wanting a ready-to-teach, discussion-based lesson on education and inequality.

This interactive worksheet is a matching activity designed to help students review and consolidate their understanding of key sociological theorists and their perspectives on the family. The resource presents a list of prominent theorists alongside a set of statements summarizing their main ideas. Students are tasked with drawing lines to connect each theorist to the correct description of their view. The theorists included are: Talcott Parsons Friedrich Engels Fran Ansley Pierre Bourdieu Eli Zaretsky Ronald Fletcher Michael Anderson Janet Finch The statements highlight major theoretical contributions such as: Parsons’ view of the family as performing the functions of primary socialization and stabilization of adult personalities. Engels’ argument that the family serves capitalism by passing on private property through inheritance. Ansley’s feminist view of women as “takers of shit,” absorbing men’s frustrations from work. Bourdieu’s idea that families reproduce social inequality through cultural and social capital. Zaretsky’s Marxist perspective that the family supports capitalism as a unit of consumption. Anderson’s historical observation that families adapted during industrialization. Fletcher’s view that modern families now provide more emotional support due to rising living standards. Finch’s perspective that family roles are negotiated, focusing on everyday interactions and caregiving. The activity encourages students to engage with Functionalist, Marxist, Feminist, and Interactionist viewpoints, fostering discussion and helping them recognize how different sociologists interpret the role and function of the family in society.

This worksheet is a reflective class activity designed to help students explore concepts of social class and mobility, based on Savage et al.’s (2011) “Great British Class Survey.” It introduces students to the seven-class model of contemporary society, encouraging them to reflect on their own social position and aspirations. The worksheet presents the following class categories: Elite Established Middle Class Technical Middle Class New Affluent Workers Emergent Service Workers Traditional Working Class Precariat Students are prompted to answer four key reflection questions: Where do you fit in now? Why? Where would you like to be in 10 years? What steps could you take to get there? The activity encourages self-assessment, critical thinking, and goal setting while connecting personal experience to sociological theory. It helps students understand class identity, inequality, and social mobility in a relatable and discussion-based way, making it suitable for lessons on social stratification, class systems, and life chances.

This document is a structured research planning template designed to help students organize their Cambridge IGCSE Global Perspectives Individual Report. It guides them step-by-step through the research process, from identifying a topic and research question to compiling sources, analyzing causes and consequences, and exploring different perspectives. The template is divided into six main sections: Introduction: Students define the global issue, explain its importance, and record initial sources with notes on reliability. Causes and Consequences: They identify at least two causes and two effects of the issue, supported by research sources. Global Perspective: Focuses on what international organizations or global actors say about the issue, helping students understand the worldwide impact or response. National (or Local) Perspective: Encourages analysis of opinions, policies, or data from a specific country - often the student’s own - to contrast with global views. Course of Action / Solutions: *Students propose local and global solutions, specifying who should act and predicting possible impacts. Conclusion: Summarizes the student’s final stance on the research question, referencing key evidence and reflecting on what was learned. Each section includes a clear table for sources - listing the link, title, author or organization, main ideas, and an evaluation of reliability - promoting critical thinking and proper referencing skills. This resource helps students stay organized, meet Cambridge assessment objectives, and produce well-structured, evidence-based reports.