Ready-to-teach AQA GCSE Sociology Education bundle made up of 9 lessons on the following:

Topic 4 - Gender differences in education (achievement & subject choice)

L14 Why might girls’ educational achievement improved?

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand patterns in gender differences in educational achievement.

Cover the following key terms: Gender differences in educational achievement, Girls Into Science (GIST), Girls and Technology and Education (GATE)

Covers the following sociologists: Sharpe & Goard

Key terms you should know: Educational achievement, Feminism, Sex discrimination (Sexism), National curriculum

Resources can be found at the end of PPT

key term for the lesson attached

ANSWERS TO MAIN ACTIVITIES INCLUDED

Exam style 4 marker (with no item) included with detailed scaffolding to help students answer it.

L15 Why are boys underachieving (internal & external factors)?:

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand gender differences in educational achievement.Students will be able to identify and explain the factors that have led to the relative underachieve of boys.

Cover the following key terms: Bedroom culture, Then feminisation of education, Laddish subcultures, Manufacturing industry/ manual jobs (extension).

Covers the following sociologists: Sewell, Willis, Francis

Key terms you should know: Differences in educational achievement, Sex vs gender, Gender roles, Femininity, Masculinity, Primary socialisation, Canalisation, Anti-school vs pro-school subcultures, Pupil subcultures  Secondary socialisation,  Agency and agents of socialisation and social control, Labelling, Self-fulfilling prophecy

Resources can be found at the end of PPT

key term for the lesson attached

SOME ANSWERS INCLUDED

Includes a teaching to all progress check activity

L16 Gender differences in subject choice:

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand factors that might influence subject choices for females and males.

Detailed information sheet for main task (carousel activity)

Detailed key term and definition sheet for the lesson included

4 marker (no item) with detailed scaffolding to help students answer it.

Cover the following key terms: Gendered subject choice, Gender differences in subject choice, peer pressure, peer group, gender identify and image, gendered career opportunities.

Covers the following sociologists: Elwood, Kelley, Colley, Dfe, Paetcher, Dewar, Institute of Physics

Key terms you should know: Girls and Technology and Education(GATE), Girls into Science (GIST)

Resources can be found at the end of PPT

Answers to all questions.

Topic 5 - The role of education

L17 Functionalists’ role of education
Detailed lesson with lots of scaffolding based on adaptive teaching that helps students identify, describe and explain the functionalist roles of education, and analyse and evaluate how far education performs them.

Covers the five functionalist roles: instilling social solidarity/cohesion, teaching specialist skills for work, bridging the gap between the family and wider society, meritocracy and achieved status, and role allocation.

Covers the following key terms: Role/function, Formal curriculum, Hidden curriculum, Specialist skills, Social cohesion/solidarity, Particularistic standards, Universalistic standards, Ascribed status, Achieved status, Role allocation, Meritocracy, Social mobility (extension).

Covers the following sociologists: Durkheim, Parsons, Davis and Moore.

Makes reference to the following key terms students might know to promote a spiral curriculum: Functionalism – Structuralism – Consensus vs conflict theory – Value consensus – Organic analogy – Social order – Norms – Values – Culture – Socialisation – Primary vs secondary socialisation – Agencies and agents of socialisation – Social control – Curriculum – National curriculum.

RESOURCES CAN BE FOUND AT THE END OF PPT - print table and info sheet in A3

ANSWERS INCLUDED for the main activities, exam questions and progress checks (model answers highlighted in red).

INCLUDES A KEY TERM SHEET WITH DEFINITIONS FOR THE LESSON.

Do Now retrieval starter; explicit key term instruction with Think-Pair-Share memorisation

a fully scaffolded activity table with sentence starters and structured explanation stems

dual coding image-based application rounds (whole-class finger-response AFL); DEEPER THINKING analysis prompts on every function

live marking prompts (Check, Correct and/or Develop your answers)

PEE writing structure with success criteria for 4 makers

spiral curriculum links to prior learning.

Includes 12-mark Discuss question, with an AGREE/DISAGREE planning grid and command word support.

L18 Marxists’ role of education
Detailed lesson with lots of scaffolding based on adaptive teaching that helps students recap the Marxist view of society, explain the role of education from Bowles and Gintis’ perspective, and analyse and evaluate the Marxist perspective of education.

Covers the following key terms: Correspondence principle, Alienation

Covers the following sociologists: Bowles and Gintis, Willis and their key studies

Makes reference to the following key terms students might know to promote a spiral curriculum: Marxism – Capitalism – Hidden curriculum – Formal curriculum – Meritocracy – Proletariat – Bourgeoisie – Ownership – Interests – Means of production – Agency of socialisation and social control – Agents of socialisation and social control – Culture – Norms – Values – Secondary socialisation – Value consensus – Counter-culture – Laddish subculture – Pupil subculture

Includes a DO NOW retrieval starter recapping the Marxist view of society, with answers

Includes a double-sided A3 worksheet on Bowles and Gintis and Willis with detailed scaffolding

Includes a fill-in-the-gap consolidation activity with a word bank

Includes a PROGRESS CHECK 3 marker with command word guidance, success criteria and a mark scheme

Includes DEEPER THINKING tasks throughout

INCLUDES THINK–PAIR–SHARE comparing functionalist and feminist views of the correspondence principle

ANSWERS INCLUDED for the main activities via CHECK, CORRECT AND/OR DEVELOP YOUR ANSWERS slides

Resources can be found at the end of the PPT

L19 Feminist role of education
Detailed lesson with lots of scaffolding based on adaptive teaching that helps students recap the feminist view of society, explain the feminist view of the role of education using examples of processes within the education system, and evaluate it by comparing and contrasting it with functionalist and Marxist views.

Covers how the hidden curriculum transmits patriarchal values, gendered subject image and gendered subject choice, gendered language and labelling, and the gender division of labour in schools.

Covers the following key terms: Role (or function) of education, Patriarchy, Hidden curriculum vs Formal curriculum, Gender roles, Gender socialisation, Canalisation, Gender inequality, Gendered subject image, Labelling, Determinism, Meritocracy, Correspondence principle, Role allocation, Specialist skills, Value consensus, Social cohesion

Covers the following sociologists: Heaton and Lawson (and makes reference to the following sociologists students might know Durkheim, Parsons, Bowles and Gintis, Willis)

Makes reference to the following key terms students might know to promote a spiral curriculum: Internal factors – Processes – Gender differences in subject choice – Sex – Gender – Feminism – Agents and agencies of socialisation – Agents and agencies of social control – Social structures – Systems – Culture – Norms – Values – Social processes – Socialisation – Positive sanctions vs Negative sanctions – Primary socialisation – Secondary socialisation – Structuralism vs Interactionism – Conflict theories vs Consensus theories

Includes a video as an activity

Includes a Think–Pair–Share evaluation activity and a whole-class progress check

Includes deeper thinking stretch and challenge tasks throughout, plus a mind-map comparing feminist, functionalist and Marxist views with a similarities and differences breakdown for high-attaining students

Comparison mind-map task with answers of functionalist, Marxist and feminist views, with completed answer slides and similarities/differences

PRINT WORKSHEETS IN A3 DOUBLE-SIDED

INCLUDES 12 MARKER with detailed success criteria and sentence starters

ANSWERS TO ALL MAIN ACTIVITIES INCLUDED

RESOURCES CAN BE FOUND AT THE END OF PPT

Fully editable PowerPoint, ready to teach with no preparation required. Colour-coded throughout: key terms in pink, key sociologists in purple, examples in orange italics and answers in red italics.

Topic 6 - Educational policy

L20 Educational policies before 1988:
Detailed lesson with lots of scaffolding based on adaptive teaching that helps students know the main educational policies before 1988 and explain the impact of those policies, and apply and evaluate sociological perspectives on them (built around meritocracy, social mobility and class inequality arguments).

Covers the following key terms:Education policy, Education reform, The tripartite system, Secondary modern schools, Secondary grammar schools, Secondary technical schools, Comprehensive system, Eleven-plus exam, Compulsory [state] education, Selective schools, State-run schools (extension), State-funded schools (extension), Catchment area (extension), Industrialisation/industrial revolution (extension).

Makes reference to the following key terms students might know, to promote a spiral curriculum:Grammar vs comprehensive schools – Academies/free schools – State-run education/schools – Working-class subculture – Culture – Norms – Values – Setting – Mixed-ability classes – Banding – Local Education Authority (LEA) – Independent/private schools – Social class – Proletariat – Bourgeoisie.

DO NOW retrieval starter on the features of state schools and state-controlled schools

Timeline-building activity covering the 1944 Education Act, the 1965 Comprehensive Act and the 1988 Education Reform Act

Advantages and disadvantages sorting activity on the tripartite and comprehensive systems, provided as a blank version and a fully modelled answer version

DEEPER THINKING stretch prompts throughout

Optional discussion task on whether selective testing should be abolished, with sentence starters

Exam practice: a choice of ‘Describe’ and ‘Identify and describe’ 3-mark questions.

INCLUDES A KEY TERM SHEET WITH DEFINITIONS FOR THE LESSON

ANSWERS FOR ACTIVITIES INCLUDED

Pedagogical strategies include:retrieval practice, explicit vocabulary instruction, modelling and worked answers, scaffolding, metacognitive prompts, adaptive teaching, stretch and challenge, and assessment opportunities.

RESOURCES CAN BE FOUND AT THE END OF THE PPT.

L21 The marketisation of education:

Detailed lesson with lots of scaffolding based on adaptive teaching that helps students define marketisation, explain the impact of the 1988 Education Reform Act on the British education system and the policies it brought about, and analyse and evaluate the impact of the marketisation of education using Ball.

Covers the following key terms: Marketisation, Marketisation of education, Market forces (extension), Privatisation, Privatisation of education, Competition, Parental choice (parentocracy).

Covers the following policies and reforms: 1988 Education Reform Act, League tables, Ofsted reports, Academies, Free schools, Specialist schools, Open enrolment, Business sponsorship and Formula funding.

Covers the following sociologists: Ball et al. (Market Forces and Parental Choice) and Ball (1981, Beachside Comprehensive - banding).

Makes reference to the following key terms students should know to promote a spiral curriculum: Education reform/policy – Labelling – Streaming – Setting – Banding – Academies – Free schools – Differences in achievement (class, gender, ethnicity) – Internal vs External factors – Local Education Authority (LEA) – Social processes.

Includes three DO NOW activities (as lesson is designed to be taught in at least two lessons.

Includes a policy matching activity with a full answer table for every policy.

Includes an advantages and disadvantages task with modelled answer tables.

Includes a whiteboard retrieval sequence using images to symbolise each marketisation policy.

Includes a reading and comprehension activity on Ball et al. with answers.

INCLUDES 3 MARKER, 4 MARKER AND 12 MARKER EXAM QUESTIONS with success criteria and sentence stems.

Includes the NEW 4 marker ‘perspective’ question with Item D and scaffolded success criteria.

INCLUDES A TEACHING TO ALL ACTIVITY

Deeper thinking prompts for stretch and challenge throughout.

ANSWERS TO MAIN ACTIVITIES INCLUDED.

INCLUDES KEY TERM SHEET WITH DEFINITIONS FOR THE LESSON.

Resources can be found at the end of the PPT.

Pedagogical strategies: retrieval practice, explicit vocabulary instruction, modelling and worked examples, scaffolding, metacognitive prompts, adaptive teaching, stretch and challenge, and regular assessment opportunities.

L22 Educational policies that tackle educational inequality:

Detailed lesson with lots of scaffolding based on adaptive teaching that helps students recap the main education policies and reforms that have had an impact on the education system, explain using examples how education policies or reforms have tackled inequality in education, and analyse and evaluate the extent to which education policies and reforms have tackled inequality in education.

Covers (recaps) class, ethnic and gender inequality in education in a single lesson, building towards a whole-class debate on the statement “Education policies overall have tackled inequality in education”.

Covers the following key term: Educational inequality.

Covers the following educational policies and reforms: Free school meals (FSM), Pupil premium, Education Action Zones, Aim Higher, Education Maintenance Allowance (EMA), 16 to 19 Bursary Fund, National Literacy Strategy, City Academies, Compensatory education, Sure Start, Assimilation policies, Race Relations Act 1976, Multicultural education, Social inclusion policies (ethnic monitoring, Saturday schools, English as an Additional Language), National Curriculum, Comprehensive schools, GIST, GATE, Raising Boys’ Achievement, Reading Champions, Playing for Success, Dads and Sons Campaign.

Covers the following sources and evidence: DCSF (2000) and Ofsted findings on pupil premium and EMA.

Makes reference to the following key terms students might know to promote a spiral curriculum: Educational policies/reforms – Education policy – Marketisation – Open enrolment – Academies – Free schools – Formula funding – League tables – Ofsted reports – Tripartite system – Grammar schools – Comprehensive schools – Canalisation – Class differences in educational achievement – Ethnic differences in educational achievement – Gender differences in educational achievement – Gender differences in subject choice – External vs Internal factors – Cultural vs Material factors – Material deprivation – Cultural deprivation – Speech codes – Gender role socialisation – Gendered subject images – Gendered career opportunities.

Includes a DO NOW retrieval task with paired talk and modelled sentence starters recapping every reform studied so far.

Includes an ACTIVATE research task with a full information-gathering table and a guidance frame.

Includes four PROGRESS CHECK slides using whole-class “on your fingers” responses to check which inequality each policy was introduced to tackle.

Includes DEEPER THINKING and stretch and challenge prompts throughout, asking students to judge which policies contributed the most and the least, and why.

Includes a structured class debate with scaffolding for argument, counter-argument and rebuttal.

Includes a “most useful / least useful” evaluation grid to build analysis and evaluation skills.

INCLUDES 3 MARKER.

RESOURCES CAN BE FOUND AT THE END OF PPT.

Pedagogical strategies used: Retrieval practice; explicit vocabulary instruction with prior knowledge key term lists repeated across the objectives, activate and demonstrate slides; modelling and worked sentence starters; scaffolded table frames; metacognitive prompts asking students to justify their most/least judgements; adaptive teaching through layered task framing and hint boxes; whole-class responsive checks for understanding; opportunities for stretch and challenge; and an exam-style assessment opportunity with success criteria.