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AQA GCSE Sociology: Crime Topic 2 Sources of statistical data on crime - Official Crime Statistics

AQA GCSE Sociology: Crime Topic 2 Sources of statistical data on crime - Official Crime Statistics

Subject: Sociology

Age range: 14-16

Resource type: Lesson (complete)

Last updated

23 August 2026

pptx, 1.93 MB
pptx, 1.93 MB

• Detailed lesson with lots of scaffolding based on adaptive teaching that helps students describe how official crime statistics are collected, explain the strengths and weaknesses of official crime statistics and analyse their use in helping us understand crime according to functionalist, Marxist, interactionist and feminist sociologists.

• Covers the following key terms: Source of statistical data on crime, Official (government) crime statistics, Reported crime, Recorded crime, Dark figure of crime and The Social Construction of Official Crime Statistics.

• Makes reference to the following key terms students should know, to promote a spiral curriculum: Social survey – Social construct – Standardise – Quantitative data – Qualitative data – Validity – Reliability – Representative (sample) – Generalise.

• Includes a Think–Pair–Share key terms activity with memorisation and decoding strategies (explicit vocabulary instruction).

• Includes a key term decoding activity, a completed key term sheet with definitions and a retrieval-style Do Now survey activity.

• Includes a ‘social construction of official crime statistics’ diagram, worksheet and structured table task using pages 174–176.

• Includes a 3-mark ‘describe one’ exam question with updated success criteria and modelling (AO1 and AO2 focus).

• Includes DEEPER THINKING stretch-and-challenge prompts and a PROGRESS CHECK on every relevant slide.

• Activities require pages 174–178 of the 9-1 AQA GCSE Sociology textbook by Brown.

Includes a trigger warning slide for sensitive crime content.

• ANSWERS TO MAIN ACTIVITIES INCLUDED.

• Resources can be found at the end of the PPT.

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**AQA GCSE Sociology Topic 1 – The Social Construction of Crime ** L1 AQA GCSE Sociology: Crime and Deviance - Introduction to Crime •Detailed lesson with lots of scaffolding based on adaptive teaching that helps students identify the difference between crime and deviance and explain how crime and deviance might be socially constructed using examples. •Considers the relationship between crime and deviance, and whether crime and deviance might be fixed rather than socially constructed. •Covers the following key terms: Crime, Deviance, Mild deviance (extension), Extreme deviance (extension) and The social construction of crime and deviance. •Covers the following sociologists: Goode (2008). •Makes reference to the following key terms students should know to promote a spiral curriculum: Social construction; socially constructed; social construct – Negative sanction vs positive rewards/sanction – Agency of social control – Agent of social control. •Includes retrieval practice, explicit vocabulary instruction, Think-Pair-Share, progress checks, modelling and worked examples, deeper thinking prompts and optional extension tasks for stretch and challenge. •Includes whole-class participation activities: finger-voting progress checks, true or false and a sit down/stand up mild or extreme deviance task. •INCLUDES TWO 3 MARKERS WITH UPDATED SUCCESS CRITERIA AND MODEL ANSWERS. •ANSWERS TO MAIN ACTIVITIES INCLUDED. •INCLUDES A KEY TERM SHEET WITH DEFINITIONS FOR THE LESSON. •RESOURCES CAN BE FOUND AT THE END OF THE PPT. L2 AQA GCSE SOCIOLOGY: Crime and Deviance - The social construction of crime and deviance (Becker) •Detailed lesson with lots of scaffolding based on adaptive teaching that helps students recap the difference between crime and deviance and the interactionist view of society, explain Becker’s view of the social construction of crime using his key study, and analyse and evaluate his views of crime and deviance. •Covers the following key terms: Master status, Deviant career, Deviant subculture. •Covers the following sociologists: Becker. •Makes reference to the following key terms students might know to promote a spiral curriculum: Crime – Deviance – Extreme deviance (extension) – Mild deviance (extension) – The social construction of crime and deviance – Social construction; socially constructed; social construct – Labelling – Self-fulfilling prophecy – Interactionism vs Structuralism – Negative sanction vs positive sanction – Agency of social control – Agent of social control. •Includes a key study reading sheet on Becker (Outsiders, 1963) with structured comprehension questions and modelled answers. •Includes a THINK – PAIR – SHARE key term memorisation activity with metacognitive tips for understanding and remembering definitions. •Includes a structuralism vs interactionism recap tick table with real-life examples, images and animated answers. •Includes DEEPER THINKING stretch and challenge prompts throughout for analysis and evaluation. •INCLUDES TWO ‘PERSPECTIVE’ 4 MARKERS WITH SUCCESS CRITERIA, MODELLED ANSWERS AND ALTERNATIVE ACCEPTABLE ANSWERS •INCLUDES A KEY TERM SHEET WITH DEFINITIONS FOR THE LESSON. •ANSWERS TO ALL ACTIVITIES INCLUDED. •Pedagogical strategies used: retrieval practice, explicit vocabulary instruction, modelling, worked examples, scaffolding, metacognitive prompts, adaptive teaching and assessment opportunities. •RESOURCES CAN BE FOUND AT THE END OF THE PPT. **AQA GCSE Sociology Crime & Deviance– Sources of Statistical Data on Crime** L3 AQA GCSE Sociology: Crime & Deviance Topic 2 Sources of statistical data on crime - Official Crime Statistics • Detailed lesson with lots of scaffolding based on adaptive teaching that helps students describe how official crime statistics are collected, explain the strengths and weaknesses of official crime statistics and analyse their use in helping us understand crime according to functionalist, Marxist, interactionist and feminist sociologists. • Covers the following key terms: Source of statistical data on crime, Official (government) crime statistics, Reported crime, Recorded crime, Dark figure of crime and The Social Construction of Official Crime Statistics. • Makes reference to the following key terms students should know, to promote a spiral curriculum: Social survey – Social construct – Standardise – Quantitative data – Qualitative data – Validity – Reliability – Representative (sample) – Generalise. • Includes a Think–Pair–Share key terms activity with memorisation and decoding strategies (explicit vocabulary instruction). • Includes a key term decoding activity, a completed key term sheet with definitions and a retrieval-style Do Now survey activity. • Includes a 'social construction of official crime statistics' diagram, worksheet and structured table task using pages 174–176. • Includes a 3-mark 'describe one' exam question with updated success criteria and modelling (AO1 and AO2 focus). • Includes DEEPER THINKING stretch-and-challenge prompts and a PROGRESS CHECK on every relevant slide. • Activities require pages 174–178 of the 9-1 AQA GCSE Sociology textbook by Brown. Includes a trigger warning slide for sensitive crime content. • ANSWERS TO MAIN ACTIVITIES INCLUDED. • Resources can be found at the end of the PPT. L3b AQA GCSE Sociology: Crime & Deviance Topic 2 Sources of statistical data on crime - Victim Surveys and Self-report studies • Detailed lesson with lots of scaffolding based on adaptive teaching that helps students describe how victim surveys and self-report studies collect data on crime, explain the strengths and weaknesses of using victim surveys and self-report studies and apply their knowledge to an exam-style question. • Covers the following key terms: Victim survey, Self-report study. • Makes reference to the following key terms students should know, to promote a spiral curriculum: Source of statistical data on crime – Official (government) crime statistics – Reported crime – Recorded crime – Dark figure of crime – The Social Construction of Official Crime Statistics – Social construct – Standardise – Quantitative vs Qualitative data – Validity – Reliability – Representative (sample) – Generalise. • Includes a 'Do Now' self-report study activity that students complete themselves. • Deeper thinking prompts throughout. • Includes an exam-style 3-mark 'describe one' question with a briefsuccess criteria, plus a 12-mark extension question. • Includes a key term sheet with definitions for the lesson. • Includes a trigger warning slide for sensitive content. •Main activity requires pages 177–178 of the 9-1 AQA GCSE Sociology textbook by Bown •ANSWERS TO MAIN ACTIVITIES INCLUDED. •RESOURCES CAN BE FOUND AT THE END OF THE PPT. **AQA GCSE Sociology Topic 3 – Explanations of Crime** L4 AQA GCSE Sociology Crime and Deviance: Explanations of Crime– Merton’s Strain Theory •Detailed lesson with lots of scaffolding based on adaptive teaching that helps students describe Merton’s strain theory of crime, identify Merton’s five adaptations to the strain of anomie, explain how the strain of anomie might lead to criminal and deviant behaviour and evaluate the usefulness of Merton’s strain theory for explaining crime and deviance. •Covers the following key terms: The American Dream, means, legitimate, socially approved or legitimate means, socially approved goals, strain, anomie, the strain of anomie, conformity/conformist, innovation/innovator, ritualism/ritualist, retreatism/retreatist, rebellion/rebel, social structure (extension) and structural factors. •Covers the following sociologist: Merton (functionalist). •Makes reference to the following key terms students should know, to promote a spiral curriculum: functionalism – value consensus – social order – consensus theory – structuralism vs interactionism – cultural factors – structural factors – determinism – meritocracy. •Includes a retrieval starter on sources of data on crime with a 3-mark ‘identify and describe’ question, success criteria and modelled answers. •Includes think–pair–share key term work, a fill-in-the-gaps activity, progress-check questions and deeper thinking tasks for stretch and challenge. •Includes an exam-style 4-mark ‘perspective’ item question with success criteria and modelled answers. •ANSWERS TO ALL ACTIVITIES INCLUDED. •INCLUDES A KEY TERM SHEET WITH DEFINITIONS FOR THE LESSON. •RESOURCES CAN BE FOUND AT THE END OF THE PPT. L5 AQA GCSE Sociology: Crime and Deviance: Explanations of crime - Cohen’s subcultural theory) •Detailed lesson with lots of scaffolding based on adaptive teaching that helps students identify the main aspects of Cohen's subcultural theory, explain how it accounts for criminal and deviant behaviour, and evaluate its usefulness. •Covers the following key terms: status frustration, alternative status hierarchy, criminal or deviant subculture, subcultural theory (of crime and deviance). •Covers the following sociologist: Cohen (with comparison to Merton as stretch and challenge). •Makes reference to the following key terms students might know to promote a spiral curriculum: subculture - cultural deprivation - functionalism - structuralism - consensus theory/perspective - value consensus - fatalism vs meritocracy - deferred vs immediate gratification - present-time vs future-time orientation - restricted vs elaborate code - cultural capital - structuralism vs interactionism. •Additional lesson features: retrieval-practice DO NOW recapping 3-mark exam practice on the social construction of deviance and sources of crime data; explicit vocabulary instruction with a THINK-PAIR-SHARE key terms activity; a source-based reading and questioning task on Cohen; a flow chart progress check on Cohen’s subcultural theory; success criteria for the 4-mark 'perspective' item question with answers •ANSWERS TO THE MAIN ACTIVITIES INCLUDED •Includes a key terms sheet with definitions for the lesson. •Resources can be found at the end of the PPT. L6 AQA GCSE Sociology Crime and Deviance: Explanations of crime – Socialisation, Peer Groups and Subcultures, Capitalism and Relative Deprivation •Detailed lesson with lots of scaffolding based on adaptive teaching that helps students identify and describe the factors that might cause criminal and deviant behaviour, and explain how socialisation, peer groups and subcultures, structural factors (including capitalism) and relative deprivation might cause crime and deviance. •Students also recap how labelling, status frustration and anomie might cause crime. •Students also evaluate the usefulness of sociological explanations of crime and deviance by considering psychological and biological factors. •Covers the following key terms: Relative deprivation and Peer group. •Covers the following sociologists and perspectives: Merton, Cohen, Becker, Murray, Farrington, Functionalism, The New Right, Marxism and Interactionism. •Makes reference to the following key terms students should already know, to promote a spiral curriculum: Socialisation – Primary socialisation – Secondary socialisation – Agencies of socialisation – Agents of socialisation – Labelling – Master status – Self-fulfilling prophecy – Deviant career – Deviant subculture – Subculture – Status frustration – Alternative status hierarchy – Anomie – Strain – Goals and means – Structural factors – Cultural factors – Structuralism vs Interactionism – Capitalism – Means of production – Exploitation – Instrumental and expressive roles – Social inequality. •Includes a teaching-to-all ‘show on your fingers’ application activity using real case studies •12-mark exam practice with planning success criteria •ANSWERS TO MAIN ACTIVITIES INCLUDED. •Resources can be found at the end of the PowerPoint. **AQA GCSE Sociology Topic 4 – Methods of Social Control** L7 AQA GCSE Sociology Crime and Deviance: Methods of Social Control – Informal Social Control • Detailed lesson with lots of scaffolding based on adaptive teaching that helps students identify the difference between formal vs informal methods of social control, written and unwritten rules and the relationship between them, explain how different types of informal methods of social control make people conform to rules, evaluate the usefulness of informal methods of social control and apply sociological perspectives to them. • Covers the following key terms: Rule · Written rules · Unwritten rules · Social control · Method of social control · Informal social control · Formal social control · Glass ceiling (extension) · Social control theory of gender and crime, public and private sphere. • Covers the following sociologists: Farrington and West (extension) · Feminist Heidensohn (key study for perspective 4 marker) • Makes reference to the following prior key terms to promote a spiral curriculum:Norms · Values · Culture · Positive rewards/sanctions · Negative sanctions · Agency of socialisation · Agents of socialisation · Agency of social control · Agents of social control · Social institutions • The lesson includes a teaching-to-all activity on written vs unwritten rules • PRINT mind-map worksheet in A3. • Keyword bingo as starter activity • INCLUDES A KEY TERM SHEET WITH DEFINITIONS FOR THE LESSON. • Includes a ‘perspective 4 marker’ on Heidensohn, scafoldding to help students answer it and a student-friendly markscheme • ANSWERS TO ALL ACTIVITIES INCLUDED • One activity requires AQA GCSE (9-1) Sociology, Updated Editionby David Bown or an alternative source on sociological of informal social control (functionalist, Marxist, interactionists and feminist) • RESOURCESCAN BE FOUND AT THE END OF THE PPT. L8 AQA GCSE Sociology Crime and Deviance: Social Control – Formal Methods of Social Control • Detailed lesson with lots of scaffolding based on adaptive teaching that helps students recap the difference between formal and informal methods of social control, explain how the six main parts of the criminal justice system make us conform to written rules, and evaluate how far formal methods of social control work. • Covers the following key terms: Criminal justice system, Judiciary, Probation system. • Extension key terms covered: Parliament, Ministry of Justice, Home Office, Police, Crown Courts, Magistrates’ Courts, Serious Fraud Office (SFO), Fraud, White collar crime, Folk devils, Moral panic. • Covers the following sociological perspectives: Functionalism, Marxism, Interactionism and Feminism on the criminal justice system. • Makes reference to the following key terms students might know to promote a spiral curriculum: Rule – Written rules – Unwritten rules – Social control – Method of social control – Informal social control – Formal social control – Agency of social control – Agents of social control – Social institutions. • Includes a Do Now retrieval starter on informal social control. • Includes teaching to all activity on formal vs informal social control (the school, the courts, the family, the police, the government, religion, the workplace, the Serious Fraud Office, the peer group and the prison system), with two videos as activities. • Includes a think, pair, share key term memorisation task with study strategies. • Includes a criminal justice system sequencing task with a printable worksheet and a completed answer table. • Includes an A3 mind-map worksheet on formal social control, including the sociological perspectives table. • Includes a 12-marker planning task with success criteria • One activity requires AQA GCSE (9-1) Sociology, Updated Edition by David Bown or an alternative source on sociological of formal social control (functionalist, Marxist, interactionists and feminist) • INCLUDES A KEY TERM SHEET WITH DEFINITIONS FOR THE LESSON. • INCLUDES A TEACHING TO ALL ACTIVITY AND DEEPER THINKING CHALLENGES. • ANSWERS TO ALL MAIN ACTIVITIES INCLUDED. • RESOURCES CAN BE FOUND AT THE END OF THE PPT. **AQA GCSE Sociology Topic 5 – Patterns and Trends in Crime** L9 AQA GCSE Sociology Crime and Deviance: Patterns in Crime and Deviance – Social Class •Detailed lesson with lots of scaffolding based on adaptive teaching that helps students identify and describe social class patterns and trends in crime and deviance, explain them from interactionist, functionalist and Marxist perspectives, and evaluate these explanations. •Covers these three main social class patterns in crime: working-class committing more crime than middle class, white collar and corporate crime being under-represented and middle-class being more likely to commit white-collar and corporate crime. •Covers the following key terms: Miscarriage of justice, Occupational crime (extension), Fraud, White collar crime and Corporate crime. •Covers the following sociologists: New Right sociologist Murray, functionalist Merton, functionalist Cohen, interactionist Becker, Marxists and interactionists, plus the following extension sociologists: Maguire, Sutherland, O'Neill, functionalist Miller and Tombs. •Makes reference to the following key terms students should know, to promote a spiral curriculum: Social class – Over-represented vs Under-represented – Alienation – Source of statistical data on crime – Official (government) crime statistics – Reported crime – Recorded crime – Dark figure of crime – The social construction of official crime statistics – Victim survey – Self-report study – Socialisation – Primary socialisation – The New Right – Child-rearing – Social structure (extension) – Structural factors vs Cultural factors – Strain theory of crime and deviance – Anomie – Strain of anomie – The American Dream – Relative deprivation – Status frustration – Alternative status hierarchy – Criminal or deviant subculture – Subcultural theory – Material deprivation – Marxism – Capitalism – Means of production – Profit – Labelling – Self-fulfilling prophecy – Master status – Deviant career – Deviant subculture – Agents of social control. •Includes a Think, Pair, Share retrieval practice starter on the lesson's key terms and definitions, with explicit strategies for understanding and memorising definitions. •Covers the difference between occupational, white collar and corporate crime •Uses fraud and burglary cost statistics to challenge assumptions about who commits crime. •Includes a scaffolded double-sided A3 explanation table covering all three social class patterns in official crime statistics. •Includes a progress check applying knowledge to four 12-mark questions, with a supports/opposes table to structure evaluation. •Includes PEEL(D) modelling and sentence stems to scaffold extended writing for 12-mark responses. •Includes deeper thinking throughout. •ANSWERS TO MAIN ACTIVITIES INCLUDED •Includes a key term sheet with definitions for the lesson (and key terms and definitions associated with the main explanations of crime, e.g. labelling, strain theory, subcultural theory etc. •RESOURCE CAN BE FOUND AT THE END OF PPT L10 AQA GCSE Sociology Crime and Deviance: Patterns in Crime and Deviance – Gender Detailed lesson with lots of scaffolding based on adaptive teaching that helps students identify and describe gender patterns and trends in crime and deviance, explain them from interactionist, functionalist, feminist and Marxist perspectives and evaluate these explanations. Covers these two main gender patterns in crime: men committing more crime than women and the different types of crime men and women committ. Covers the following key terms: Chivalry thesis Covers the following sociologists: Maguire, The Office for National Statistics (ONS), the Ministry of Justice, Heidensohn (feminist), Dobash and Dobash (feminist), Parsons (functionalist), Marxists and Interactionists. Makes reference to the following key terms students should already know to promote a spiral curriculum: Social control theory of gender and crime - Chivalry thesis - Glass ceiling - Public sphere vs Private sphere.Official crime statistics - The social construction of official crime statistics - The dark figure of crime - Victim surveys - Self-report studies - Validity - Sex vs Gender - Gender socialisation - Gender roles - Expressive vs instrumental role - Social control - Formal vs informal social control - Agencies and agents of socialisation and social control - Positive vs negative sanctions - Patriarchy - Capitalism - White collar crime - Labelling - Master status - Self-fulfilling prophecy - Deviant career - Deviant subculture - Structuralism vs interactionism - Bedroom culture. Includes a 12 marker planning activity with agree/disagree tables Includes graph activity (2019 vs March 2026 and 2011-2012) PRINT MAIN TABLE IN A3 ANSWERS TO ALL ACTIVITIES INCLUDED Includes a key term sheet with definitions for the lesson (and key terms and definitions associated with the main explanations of crime that link, e.g. labelling,social control theory, invalid statistics, etc. RESOURCES CAN BE FOUND AT THE END OF THE PPT L11 AQA GCSE Sociology Crime and Deviance: Patterns in Crime and Deviance – Class diff in female crime • Detailed lesson with lots of scaffolding based on adaptive teaching that helps students identify and describe how gender and social class might affect criminal behaviour for working-class women, explain this pattern using Carlen’s study and analyse and evaluate Carlen’s study as an explanation of this. • Covers the following key terms: Gender deal, Class deal • Covers the following sociologists: Carlen (feminist), Heidensohn (feminist). • Makes reference to the following key terms students might know to promote a spiral curriculum: Social control theory of gender and crime - Social control – Methods of informal social control – Methods of formal social control – Written vs unwritten rules – Agencies and agents of socialisation and social control – Positive vs negative sanctions – Patriarchy – Capitalism – Primary vs secondary socialisation – Gender roles – Expressive vs instrumental role – Private vs public sphere – Glass ceiling – Bedroom culture – Gender socialisation – Gender vs sex • Includes explicit vocabulary instruction with a THINK–PAIR–SHARE key terms activity and memorisation strategies. • NOTE - Includes research methods application (unstructured interviews: primary/secondary, qualitative data, strengths and weaknesses) but can be remove if students have no learnt this unit. • Includes exam practice: a 4 marker 'perspective' question with Item B and scaffolding - NOTE - requires knowledge of research methods but can be adapted if students have not learnt this unit. • DO NOW provides detailed scaffolding to help students answer a 12 marker on gender and crime (three 12 markers to choose from - students may have planned in the Social class lesson if purchased) • ANSWERS TO MAIN ACTIVITY AND PLENARY INCLUDED • INCLUDES A KEY TERM SHEET WITH DEFINITIONS FOR THE LESSON. • RESOURCES CAN BE FOUND AT THE END OF THE PPT. L12 AQA GCSE Sociology Crime and Deviance: Patterns in Crime and Deviance – Ethnicity Detailed lesson with lots of scaffolding based on adaptive teaching that helps students describe patterns of ethnicity and crime (ethnic minorities being shown to commit more crime based on official crime statistics), explain those patterns from a range of sociological perspectives, and consider how useful sociological explanations of these patterns are. Covers the following key terms: Scapegoats, Folk devils, Crisis of capitalism, Stop and search, Moral panic (extension). Covers the following sociologists: the Macpherson Report (1999) Makes reference to the following key terms students might know to promote a spiral curriculum: Social control – Methods of formal social control – Agencies and agents of social control – Positive vs negative sanctions – Institutional vs individual racism – Stereotype – Racism – Racial discrimination – Dark figure of crime – Reported crime – Recorded crime – Anomie – Innovator – Rebellion – Retreatist – Alternative status hierarchy – Deviant subculture – Cultural deprivation – Master status – Self-fulfilling prophecy – Exploitation – Relative deprivation – Material deprivation. DO NOW retrieval task using stop and search and arrest statistics (Figure A and Figure B) THINK–PAIR–SHARE key term activity with memorisation and metacognitive tips Explanations covered: invalid statistics, institutional racism, functionalist, Marxist, labelling and media explanations Exam practice including a 4-mark Item A question with success criteria and a 12-mark (2021) Includes video about the the Macpherson Report (1999) Includes a teaching to all activity on institutional vs individual racism PRINT MAIN ACTIVITY TABLE IN A3 ANSWERS TO MAIN ACTIVITIES INCLUDED. RESOURCES CAN BE FOUND AT THE END OF THE PPT. L13 AQA GCSE Sociology Crime and Deviance: Patterns in Crime and Deviance – Age •Detailed lesson with lots of scaffolding based on adaptive teaching that helps students describe patterns of age and crime (why young people are shown in official crime statistics to commit more crime than older people), explain those patterns from a range of sociological perspectives and consider how useful those explanations are. •Covers the following key terms: Juvenile, Adolescent, Delinquent, Ladette culture (extension). •Covers the following sociologists: Cohen, Miller (extension), Brake (extension), Matza (extension). •Makes reference to the following key terms students might already know to promote a spiral curriculum: Crime – Deviance – Official crime statistics – Subculture – Status frustration – Cultural deprivation – Norms and values – Socialisation – Capitalism – Labelling – Interactionism – Functionalism – Marxism – Feminism. •Think–Pair–Share DO NOW retrieval activity on the key terms •PRINT TABLE ACTIVITY IN A3 •Includes exam practice: a 4 mark Item A question and a 12 mark discuss question. •ANSWERS TO MAIN ACTIVITY INCLUDED •Includes a key term sheet with definitions for the lesson. •RESOURCES CAN BE FOUND AT THE END OF PPT. **AQA GCSE Sociology Topic 6 – Theories of crime** L14 AQA GCSE Sociology – Crime and Deviance: Sociological Perspectives on the Functions of Crime • Lesson based on adaptive teaching that helps students recap the four main sociological perspectives of society (functionalism, Marxism, interactionism and Feminism) and explain how this influences their views of the functions of crime. • Makes reference to the following key terms students SHOULD know to promote a spiral curriculum: Marxism – bourgeoisie – proletariat – capitalism – exploitation – status frustration – Functionalism – biological/organic analogy – value consensus – social control – positive vs negative sanctions – methods of formal and informal social control – judiciary system – probation – written vs unwritten rules – patriarchy – Feminism – gender inequality – control theory – bedroom culture – master status – the social construction of crime and deviance – Interactionism vs Structuralism – labelling – self-fulfilling prophecy. • DO NOW retrieval activity with a perspectives comparison table; • DEEPER THINKING stretch and challenge prompts; explicit vocabulary instruction; teaching to all activity; modelling with worked success criteria. • INCLUDES A 12 MARKER with a detailed paragraph success criteria • ANSWERS INCLUDED for the main activities • Resources can be found at the end of the PPT. **AQA GCSE Sociology Topic 7 – Public Debates of Crime** L15 AQA GCSE Sociology Crime and Deviance: Public Debates – Punishment (Prisons) vs Rehabilitation •Detailed lesson with lots of scaffolding based on adaptive teaching that helps students describe the public debate over the use of the prison system vs community sentences (rehabilitation), explain the arguments for and against its use, and consider how useful those arguments are. •Covers the following key terms: Prison system, Rehabilitation, Community service, Anti-social behaviourMinimum security prison (extension), Maximum security prison (extension). •Makes reference to the following key terms students should already know, to promote a spiral curriculum: Youth crime – Social control – Formal vs informal social control – Written vs unwritten rules – Formal vs informal methods of social control – Conformity – Agencies and agents of social control vs socialisation – The criminal justice system – Official crime statistics – Socially constructed – Deterrent. •DO NOW retrieval practice recapping social control, patterns of crime, formal methods of social control, the social construction of crime and criticisms of official crime statistics – with answers. • Think–Pair–Share key term activity with tips for understanding and memorising definitions. • Includes three video clips as activities on prisons. • Statistics activity more using up-to-date official data on reoffending by sentence length and under-18s in custody in England and Wales compared with Finland. • Case studies of prisons in Finland, Bastoy Prison (Norway) and Justizzentrum Leoben (Austria). • Initial class vote and oracy activity with sentence starters for discussion and debate. • Exam practice: a 3-mark 'identify and describe' question and a 12-marker planning activity and a conclusion success criteria. • Includes deeper thinking questions • Includes a key term sheet with definitions for the lesson. • Trigger warnings included where sensitive crimes are referenced. •ANSWERS TO SOME ACTIVITIES INCLUDED. •RESOURCES CAN BE FOUND AT THE END OF PPT L16 AQA GCSE Sociology Crime and Deviance: Public Debates – Treatment of young offenders •Detailed lesson with lots of scaffolding based on adaptive teaching that helps students describe the public debate over the sentencing of young offenders, explain the arguments for and against the sentencing of young offenders, and consider the usefulness of those arguments. •Covers the following key terms: Fine (extension), Referral order (extension), Youth rehabilitation order (extension), Custodial sentences (extension), Civil injunctions, Community Protection Notices (CPNs) and Criminal Behaviour Orders (CBOs) (extension) •Makes reference to the following key terms students might know, to promote a spiral curriculum: Prison system vs rehabilitation - Youth crime - Juvenile - Adolescent – Delinquent – Case study – Representative sample – to generalise findings – qualitative vs quantitative methods – mixed methods approach – triangulation – Social control – Formal vs informal social control – Formal vs informal methods of social control – Written vs unwritten rules – Conformity – Agencies and agents of social control vs socialisation – The criminal justice system - Anti-social behaviour •Uses the murder of James Bulger as a case study to illustrate the arguments for and against sentencing young people, and to revisit the case study research method. •Includes a starter using official crime statistics, with sentence starters, plus ACTIVATE, PROGRESS CHECK and CONSOLIDATE activities and DEEPER THINKING stretch and challenge questions throughout. •Includes a relevant research methods 4-marker with scaffolding •Includes a video on the youth criminal law in the UK and a matching task on the punishments available to the youth courts. •ANSWERS TO THE MAIN ACTIVITIES INCLUDED. •RESOURCES CAN BE FOUND AT THE END OF THE PPT. •Please note: this lesson carries a trigger warning, as it makes reference to murder, sexual assault and self-harm. L17 AQA GCSE Sociology Crime and Deviance: Public Debates – Sentencing of violent offenders • Detailed lesson with lots of scaffolding based on adaptive teaching that helps students describe the public debate over the life sentencing of violent criminals, explain the arguments for and against life or longer sentences, and consider how useful those arguments are. • Covers the changes in the law made by the Legal Aid, Sentencing and Punishment of Offenders Act (LASPO, 2012) involving the two-strike rule and changes to the release of dangerous offenders. • Covers the following key terms: Violent crime, Moral panic (extension), Theft (extension), Robbery (extension) • Makes reference to the following key terms students should already know, to promote a spiral curriculum: Crime - Deviance - Official crime statistics - Crime Survey for England and Wales (CSEW) - Victim - Offender - Sentencing - Prison - Rehabilitation - Deterrence - Restorative justice - Moral panic - Media representation of crime. • Includes a DO NOW retrieval activity using up-to-date ONS crime data (year ending March 2026) with two graphs and full answers. • Includes a for-and-against longer sentences for violent criminals • Deeper thinking questions • 12-mark question with detailed success criteria to write a paragraph • ANSWERS TO MAIN ACTIVITIES INCLUDED. • RESOURCES CAN BE FOUND AT THE END OF THE PPT. L18 AQA GCSE Sociology Crime and Deviance: Public Debates – Media coverage of crime •Detailed lesson with lots of scaffolding based on adaptive teaching that helps students describe the two public debates over the media coverage of crime (whether the media its biased in its depiction of crime and where the media leads to crime) explain the arguments for and against these. •Covers the following key terms: Mass media, Agenda-setting, News Value, Moral Panic, Sensationalist reporting (extension) and Deviancy amplification spiral. •Covers the following sociologists and studies: Marxists, Ditton and Duffy (extension), Anderson (extension) and Ferguson (extension). •Makes reference to the following key terms students should know, to promote a spiral curriculum: Crime – Deviance – Social control – Secondary socialisation – Agents of socialisation – Agency of socialisation – Labelling – Self-fulfilling prophecy – Folk devils – Relative deprivation – Youth subcultures – Criminal justice system – Official crime statistics. •Includes a Think, Pair, Share retrieval starter on the key terms and definitions, with strategies for understanding and memorising them. •Includes a NEWS VALUES APPLICATION TASK using five real, up-to-date news reports, where students identify the news values that might have influenced each story (answers included). •Includes a visual explanation of the deviancy amplification spiral. •Deeper Thinking prompts •Includes three 3 markers ‘identify and describe’ •ANSWERS TO THE MAIN ACTIVITIES INCLUDED •Includes key term and definitions sheet for the lesson (including the eleven news values with examples). •RESOURCES CAN BE FOUND AT THE END OF THE PPT.

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BUNDLE - AQA GCSE Sociology Crime & Deviance Topic 2 – Sources of Statistical Data on Crime

**L1 AQA GCSE Sociology: Crime & Deviance Topic 2 Sources of statistical data on crime - Official Crime Statistics** • Detailed lesson with lots of scaffolding based on adaptive teaching that helps students describe how official crime statistics are collected, explain the strengths and weaknesses of official crime statistics and analyse their use in helping us understand crime according to functionalist, Marxist, interactionist and feminist sociologists. • Covers the following key terms: Source of statistical data on crime, Official (government) crime statistics, Reported crime, Recorded crime, Dark figure of crime and The Social Construction of Official Crime Statistics. • Makes reference to the following key terms students should know, to promote a spiral curriculum: Social survey – Social construct – Standardise – Quantitative data – Qualitative data – Validity – Reliability – Representative (sample) – Generalise. • Includes a Think–Pair–Share key terms activity with memorisation and decoding strategies (explicit vocabulary instruction). • Includes a key term decoding activity, a completed key term sheet with definitions and a retrieval-style Do Now survey activity. • Includes a 'social construction of official crime statistics' diagram, worksheet and structured table task using pages 174–176. • Includes a 3-mark 'describe one' exam question with updated success criteria and modelling (AO1 and AO2 focus). • Includes DEEPER THINKING stretch-and-challenge prompts and a PROGRESS CHECK on every relevant slide. • Activities require pages 174–178 of the 9-1 AQA GCSE Sociology textbook by Brown. Includes a trigger warning slide for sensitive crime content. • ANSWERS TO MAIN ACTIVITIES INCLUDED. • Resources can be found at the end of the PPT. **L2 AQA GCSE Sociology: Crime & Deviance Topic 2 Sources of statistical data on crime - Victim Surveys and Self-report studies** • Detailed lesson with lots of scaffolding based on adaptive teaching that helps students describe how victim surveys and self-report studies collect data on crime, explain the strengths and weaknesses of using victim surveys and self-report studies and apply their knowledge to an exam-style question. • Covers the following key terms: Victim survey, Self-report study. • Makes reference to the following key terms students should know, to promote a spiral curriculum: Source of statistical data on crime – Official (government) crime statistics – Reported crime – Recorded crime – Dark figure of crime – The Social Construction of Official Crime Statistics – Social construct – Standardise – Quantitative vs Qualitative data – Validity – Reliability – Representative (sample) – Generalise. • Includes a 'Do Now' self-report study activity that students complete themselves. • Deeper thinking prompts throughout. • Includes an exam-style 3-mark 'describe one' question with a briefsuccess criteria, plus a 12-mark extension question. • Includes a key term sheet with definitions for the lesson. • Includes a trigger warning slide for sensitive content. •Main activity requires pages 177–178 of the 9-1 AQA GCSE Sociology textbook by Bown •ANSWERS TO MAIN ACTIVITIES INCLUDED. •RESOURCES CAN BE FOUND AT THE END OF THE PPT.

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