INCLUDES THE FOLLOWING: 1. LESSONS: L1 - Cultural deprivation Detailed and differentiated (up and down) student led lesson that introduces students to ethnic differences in achievement and explores how different aspects of cultural deprivation (language, attitudes and values, and parental structure) might cause ethnic differences in achievement. To do this, the lesson explores the following key terms: ethnic group, ethnic differences in achievement, cultural deprivation, compensatory education and makes reference to other key terms students should have previously learnt (restricted code, working-class subculture, meritocracy, internal vs external factors, cultural vs material factors) 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 ANSWERS FOR MAIN ACTIVITY CAN BE FOUND ON NEXT SLIDE AFTER ACTIVITY SLIDE *STUDENT FRIENDLY MARK-SCHEME FOR 4 MARKER INCLUDED L2 - Material deprivation and racism in wider society Detailed and differentiated (up and down) student led lesson on how a. material deprivation and b. racism in wider society might cause ethnic differences in achievement. Makes reference to key terms material vs cultural factors, external vs internal factors, the meaning/ patterns of ethnic differences in achievement. 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 ANSWERS FOR MAIN ACTIVITIES CAN BE FOUND ON NEXT SLIDE AFTER ACTIVITY SLIDE INCLUDES ORACY ACTIVITY L3 - Negative labelling and teacher racism Detailed and differentiated (up and down) student led lesson that explores the following so students are able to understand and explain how negative labelling and teacher racism might cause ethnic differences in achievement: Ideal pupil​ identity , Pathologised pupil​ identity, Demonised pupil​ identity, Colour-blind​ teachers, Liberal chauvinist​ teachers, Overt racist​ teachers, Rebels subcultures, Conformist​ subcultures, Retreatist​ subcultures, Innovators subcultures Differentiates between Gillborn and Youdell (or Bourne or Olser), Sewell, Mirza’s view of how teachers might be racist and how this might affect achievement for different groups. Lesson makes links to the following terms that students should have covered before completing this lesson: Labelling, Self-fulfilling prophecy, Streaming, Streams ​​A-C economy, Educational triage, Interactionism vs Structuralism, Stereotype, Ethnicity Cultural deprivation Collectivism vs individualism. **NOTE – Students will need to have basic to reasonable knowledge of labelling and the self-fulfilling prophecy. ** 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 L4 - Institutional racism Detailed and differentiated (up and down) student led lesson that explores the following so students are able to understand institutional racism and explain how it might cause ethnic differences in achievement: Institutional racism, Marketisation (extension), The New IQism, Ethnocentric, Ethnocentric curriculum, Model minorities, The foundation stage profile (FSP), Aim Higher initiatives/ programmes Covers the ideas of Troyna and Williams Gillborn, David, Ball, Sewell (as a criticism) Covers criticisms of Gillborn’s arguments Includes answers for MOST activities - NOTE - NO ANSWERS FOR ‘DO NOW’ but can be done on the board with students. Makes some links to the following key terms students should know: Internal vs External factors, Cultural vs Material factors, Social processes, Labelling, Streaming, Self-fulfilling prophecy NOTE: **** RESOURCES FOR LESSONS CAN BE FOUND AT THE END OF PPT **USE 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 **2. REVISION LESSON ** 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 3. KEY TERM SHEETS Alphabetical key term sheet for AQA A-level Sociology Education Topic 3 ethnic differences in achievement that requires students to fill out the definitions themselves. *** 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(links to key terms covered in class differences in achievement, e.g. labelling, pupil identities, material deprivation, speech codes etc) that link to this topic. ** DOES NOT INCLUDE IN TABLE key terms covered in Topic 1 & 2 Class diff key term sheet, e.g. labelling and the self-fulfilling prophecy 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 **4. KEY SOCIOLOGISTS SHEET ** Alphabetical list of sociologists who attempt to explain ethnic differences in achievement. SOME scaffolding with some sentence starters, prompts to help students with what some sociologists might says and put into external vs internal factors categories . Requires students to write done what key sociologists from the topic ethnic differences in achievement (external and internal factors). Good form of revision and revision resource for the students. **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

Bundle for AQA A-level Sociology Couples topic in the Families unit. Bundles includes 5 lessons, a key term sheet (for students to fill out) for the topic and a revision lesson (see below for more information on each): **LESSONS ** Most answers to main activities included. Refers to key terms from previous lessons and units students might know that link and 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. ALL RESOURCES CAN BE FOUND AT THE END ON THE PPT L1 - Detailed and differentiated (up and down) student-led lesson that examines and analyses the following key terms to introduce students to the main family structures: Family, Household,Family structure/ type, Nuclear family, Lone-parent family, Same-sex family, Reconstituted family (or blended family) , Beanpole family, Extend family (horizontally and vertically) , Empty-nest family, Cohabitating couples, Contemporary society, Traditional, Family diversity, Living Apart Together/ LATs (extension) L2 - Detailed and differentiated (up and down) student-led lesson that examines and analyses the following key terms to introduce students to the traditional functionalist (Parsons) view of the domestic division of labour: Domestic labour , Domestic division of labour, Conjugal roles Conjugal (extension), Conjugal relationships (extension), Joint conjugal roles, Segregated conjugal roles, Instrumental role, Expressive role, Conjugal relationships (extension), Pre-industrial society (extension), Industrial Revolution (extension), Consumption (extension) L3 - Detailed and differentiated (up and down) student-led lesson that examines and analyses the following key terms to examine march of progress and feminist views of how women’s involvement paid work has had an impact on the domestic division of labour: Dual‐earner couples, The New man, The ‘march of progress’ view Double shift / dual burden, Triple shift, Emotion work, Cultural/ Ideological explanation (of segregated conjugal roles), Material/ Economic explanation (of segregated conjugal roles)  Ideology, Geographic mobility (extension), Commercialisation (extension) Examines the ideas of :Young and Wilmott, Oakley, Hochschild , Gershuny/ Sullivan, Ferri and Smith, Crompton and Lyonette L4 - Detailed and differentiated (up and down) student-led lesson that examines and analyses the following key terms to examine how money might be managed and how decision-making might be organised in families : Power, The allowance system, Pooling, Cultural/ Ideological explanation (of decision making), Material/ Economic explanation of inequality (of decision making),Personal life perspective (of money) Examines the views of the following sociologists: PAHL AND VOGLER (1993), Barret and McIntosh, Kempson, EDGELL, Laurie and Gershuny, CROMPTON AND LYONETTE, Pahl L5 - L5 AQA A-level Families- Couples: Domestic violence Detailed and differentiated (up and down) student-led lesson that examines and analyses the following key terms to examine patterns and explanations of domestic violence: Domestic violence/ abuse, Radical feminists, Materialism, Marxist feminism, Radical feminist explanation (of domestic violence) Marxist feminist explanation (of domestic violence),Materialist explanation (of domestic violence) Examines the views of the following sociologists: Dobash and Dobash, Millet and Firestone, Wilkinson and Pickett, Ansley **KEY TERM SHEET ** 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 **REVISION LESSON - ** Detailed and differentiated (up and down), student led lesson that teaches exam skills and recaps ‘Couples’ content of AQA specification; recaps the main sociologists and themes in the ‘Family’ unit, Topic 1 – Couples WHILST teaching students how to use the Assessment Objectives (AOs) -AO1, AO2, AO3- to further develop their answers using MODEL ANSWERS and examples. NOTE – Students will need to have gone over or have a basic understanding of using a set success criteria or writing format for their paragraphs TO BE ABLE TO GAIN THE MOST OF OUT THIS LESSON – this lesson using set success criteria PEELE/A (for 20 markers) and PERD (for 10 markers). **RESOURCES CAN BE FOUND AT THE END OF THE PPT. ** **ANSWERS FOR MOST OF THE ACTIVITIES CAN BE FOUND ON NEXT SLIDE AFTER ACTIVITY SLIDE **

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.

Detailed and differentiated (up and down) student-led lessons that help students to develop their knowledge and understanding from previous lesson(s). Includes 6 lessons (the last being a quiz lesson) and a key term sheet that covers the key terms in these lessons: **L1 – Intro to GCSE AQA Sociology: ** 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 L2 – How might sociologists explain behavior? Explores, norms, values, 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 L3 – Intro to functionalism Explores value consensus, social order, biological/ organic analogy, structuralism, consensus theories and social cohesion as way of introducing students to the key main functionalist views and ideas. 3 marker with a success criteria and student friendly mark-scheme L4 – Intro to Marxism explores capitalism, profit, social class, ownership, interests, structuralism, conflict theories, exploitation, false consciousness and social relations of production as a way to introduce students to the main Marxist views and ideas. **L5 – Intro to feminism ** explores sex, gender, gender roles, patriarchy, gender inequality as a way to introduce students to the main feminist views of society and ideas. 3 marker with a success criteria and student friendly mark-scheme **L6 – Quiz lesson ** small revision activity –that looks at the similarities and differences between functionalism, Marxism and feminism25 min quiz (on basic sociological concepts, key functionalist, Marxist, feminist’s ideas and terminology) answers/ mark-scheme for quizscaffolding 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 edited to meet the needs of any spec – key terms in L2-5 meet the AQA spec Answers included for main activities and quiz L2,3 & 5 include 3 marker, success criteria to answer this and student-friendly mark-scheme for self and/ or peer-assessment.

Detailed and differentiated (up and down) student-led lessons that help students to develop their knowledge and understanding from previous lesson(s). Includes 6 lessons (the last being a quiz lesson) and a key term sheet that covers the key terms in these lessons: **L1 – Intro to GCSE AQA Sociology: ** 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 L2 – How might sociologists explain behavior? Explores, norms, values, 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 L3 – Intro to functionalism Explores value consensus, social order, biological/ organic analogy, structuralism, consensus theories and social cohesion as way of introducing students to the key main functionalist views and ideas. 3 marker with a success criteria and student friendly mark-scheme L4 – Intro to Marxism explores capitalism, profit, social class, ownership, interests, structuralism, conflict theories, exploitation, false consciousness and social relations of production as a way to introduce students to the main Marxist views and ideas. **L5 – Intro to feminism ** explores sex, gender, gender roles, patriarchy, gender inequality as a way to introduce students to the main feminist views of society and ideas. 3 marker with a success criteria and student friendly mark-scheme **L6 – Quiz lesson ** small revision activity –that looks at the similarities and differences between functionalism, Marxism and feminism25 min quiz (on basic sociological concepts, key functionalist, Marxist, feminist’s ideas and terminology) answers/ mark-scheme for quizscaffolding 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. Made to meet the needs of the AQA SPEC but can be edited to meet the needs of any spec, e.g. key terms in L2-5 meet the AQA spec Answers included for main activities and quiz **L2,3 & 5 include 3 marker, success criteria to answer this and student-friendly mark-scheme for self and/ or peer-assessment. **