Here’s a starter I use for my ‘sociology before Christmas break’ lesson. The aim of the starter activity is for each student to be able to make their own sausage dog or giraffe balloon animal – they’re essentially both the same, one just has a long neck, the other a long body!
You’ll probably want to make a few of these yourself before hand, to get familiar with the process!
Resources required
Enough animal modelling balloons, one for each student, plus a few more in case any get popped.
At least one manual balloon pump – these balloons are tough to blow up with your mouth!
An instruction video on how to make a balloon animal.
Activity instructions
If you’re short on time, then inflate the balloons yourself first of all. If you don’t have time, you’ll have to get students to inflate them, in which case it might be an idea to invest in two balloon pumps.
NB they can be quite difficult to tie.
You need to make sure you leave around two-three inches of un-inflated space at the end!
Once students have their balloons, you can play the video, or model the process yourself, pausing as necessary.
This video works nicely…
End result
Students should have their own balloon animal to take away for Xmas.
Extension work
There’s lots of more complex stuff students can make with balloons, I’m sure they’re capable of finding their way to instructional web sites and videos out there!
Relevance to A-level sociology
I’ve got half an idea that you could make this relevant to experiments somehow – what is the effect of doing this task on concentration? Or something like that? Why do some people choose Giraffes, and others choose sausage dogs?
You could get the students to analyse the sociological significance of balloon giraffes according to different sociologists/ perspectives – what would Foucault make of them, for example? (D’you know, I’ve no idea!)
Or maybe ask the students if they can think of any concepts the process of making a balloon giraffe – anomie maybe?
But TBH, it’s just a bit of fun before Xmas, and once you’ve done the balloon animal things, you can get on with your end of term socrative quiz or Xmas songs.
I’m something of a traditionalist, I believe the lesson before Xmas should consist of nothing constructive, for once!
A few of my favourite starters for A-level Sociology Lessons:
Draw Society
While the drawing task may seem a little juvenile, it is typically quite revealing – you usually get a mixture of pictures which show harmony and conflict/ division and some which are ‘whole society’, while others more individualised, but most of them tend to illustrate on the various different perspectives.
After basic housekeeping, handing out the introductory hand-outs, and a quick discussion about ‘what does the word sociology mean to you?’ I then ask students to ‘draw society’.
I issue students with mini Whiteboards (but paper and pens would work) and simply give them the following instruction (which is on a PPT, and written in the main hand-out)
It takes 5-10 minutes, no more than 10. I then invite students to show and explain their pictures – and then do a quick PPT on perspectives in sociology, using the pictures to illustrate the Perspectives.
NB the reason for quickly introducing the perspectives in Lesson one is to remind students this is a difficult subject, not just about discussing social issues, which is an all too common misconception.
Find someone who Bingo
This icebreaker works a treat: it consists of 20 ‘activities’, 5 of which hardly anyone is going to admit to because they are ‘too deviant’ and people have been socialised into NOT doing them.
The instruction box below is embedded into my main intro hand-out, and on the PPT I use for the lesson:
Intro task – Find someone who bingo Using the sheets provided, stand up, circulate, and try to match at least one name to each of the actions on your bingo sheet. First one to complete three lines of completely different names (no repeats) and shout bingo wins a chocolate bar, if they can identify the people whose names they’ve put down. NB – Yes, it’s an icebreaker, but also relevant to the content of today’s lesson!
This activity is also handy to get students talking to one another for the first time – I let it run until the point where you get a large group of students giggling which each other while at the same time a couple of them are starting to look a bit lost, then it’s time to bring it back together – lasts about 5-10 minutes!
Follow up
Ask students if they’ve got any gaps, and if so why…. This introduces the concept of deviance.
When do you want to get married? Marriage and Divorce starter
• If you want to get married, then why, if not, then why not?
• At what age do you expect to get married?
• Note down 3-5 words you associated with marriage.
Follow Up
Use Socrative to show the class trends, you can compare these to some of the historical trends as they come up in the lesson.
You can ask students how common they think the answers to the qualitative questions are or ask for volunteers to explain their answers. If no one volunteers, ask ‘why might someone has said this’, just be careful to remind students to be sensitive!
Match the crime to the trend
Hand out the ‘intro to crime trends’ supplementary sheet, this only shows the trends, project up the PPT slide which shows the trends and the ‘crime’s they need to match.
Students then match the crime to the trend
Show students the answers – on the PPT, see bundle below.
Get students to rank the crimes in order of how valid they think the statistics are.
Follow Up
You might want to point out that more serious crime is very low, but some of the ‘softer’ crimes have much higher rates.
You should point out that ‘crime stats are socially constructed’ and that there are several reasons why some of these crimes might go unreported.
20 Starters for A-level Sociology
All of the above resources are available in my latest teaching bundle which contains 20 starter activities for A-level sociology lessons. There are five starter activities for ‘introducing sociology’, three for education, two for methods, five for families and five for crime and deviance.
The activities are quite varied, and include a mixture of the following:
Drawing concepts
A Walk-about and finding out from other students’ activity
Brainstorming reasons why/ differences between.
A Making the links dice game
‘What do you think’ personal Socrative intro questions.
One musical intro
Key terms recaps
Applying perspectives starters.
Classic data response
Classic ‘quick recap tests’
I’ve used all of these activities in my own teaching, they are tried and tested and work well with classes of 10-20 or more students.
Over page is an index of all the activities and (in brackets) when in the specification you can employ them.
Most of these activities are paper based, and where this is the case, I’ve included a copy of the ‘worksheet’ here, as well as individual files in a separate folder, clearly labelled.
Some of the activities require a PPT so I’ve included the relevant slides on a separate PPT.
A-Level Sociology Teaching Resources
NB – you get All of these starters and more as part of my A-level sociology teaching resources, available as a monthly subscription, for only £9.99 a month!The subscription includes lesson plans and modifiable student hand-outs and PPTs. Activities such as these starters are embedded into the student learning materials.
I hope you find these resources useful, and happy teaching,
But if this years Strictly judges were sociologists, what perspective would they represent?
Marxist Craig Revel Horwood
The most critical judge, who doesn’t mind speaking the truth even when it makes him unpopular. The closest thing to a Marxist on Strictly, in the loosest possible sense of the word.
Black Feminist Motsi Mabuse
I’ve no idea whether she’s a Feminist, but she is black and a woman, and clearly not held back by any of that beauty myth size 0 body image nonsense, so I’m taking a cheap shot with Black Feminism, go girl!
Social Action Theorist Shirley Ballas
Of all the judges, Shirley is probably the one who looks closest at the contestants’ technique, and gives useful advice on the micro details of their performance, more so than any of the others. I guess that’s why she’s head judge, and the nearest thing to a social action theorist on Strictly.
Postmodernist Bruno Tonioli
Sooorrreey Bruno, I mean you’re lovely and all, but all you do in your feedback is tell people how fantabulous they are -and loving everything with lack of critical input, makes you a postmodernist at heart. Nice, but mostly useless, unless you’ve accepted the need for Therapeutic feedback.
Functionalist Len Goodman
Well as near as you can get – he was born in the 1940s, the Functionalist era, and he inspires Value Consensus nearly as much as David Attenborough. I mean, everyone loves Len don’t they?
And the fact that he’s retired reminds us of just how dated Functionalism is!
Conclusions
I’m sure you can use anything to teach the perspectives for A-level sociology.
Just a bit of pre-Christmas fun! I enjoyed writing that, cheers!
This teaching resource bundle contains everything teachers need to deliver 10-hour long lessons in the sociology of crime and deviance for A level sociology.
Each lesson includes a student work-pack, supplementary resources such as PowerPoints, a detailed lesson plan and numerous lesson activities including starters, plenaries and links to some Socrative quizzes.
There is also some material on exams or formal assessment,
but the main focus of these lessons is on content delivery rather than
revision. If you’re interested in more assessment resources please see my you
might like my various ‘revision bundles’, assessment details are contained
within the relevant documents in each of these.
The resources have been designed for A-level sociology and
cover the core themes on the AQA’s specification but are suitable for new 16-19
students studying any specification.
An overview of the ten introductory lessons:
An
introduction to Crime and Deviance
An
introduction to crime statistics
Applying
sociological perspectives to the London Riots
Consensus
theories of crime review lesson
The
Marxist perspective on crime lesson 1
The
Marxist perspective on crime lesson 2
Research
and letter- to MP writing lesson on corporate and white-collar crime
The
Right Realist perspective on crime lesson 1
The
Right Realist perspective on crime lesson 2
Researching
Right and Left Realist policy solutions to knife crime.
Resources in the bundle include:
Five student workbooks covering all of the above lessons
Eight Power Points covering most of the above lessons (not for riots or the corporate crime research lesson.
10 lesson plans covering all of the above lessons.
Various supplementary hand-outs for some of the above lessons as necessary.
Starters and plenaries for crime and deviance
Extensive gap-fill crime and deviance revision grids with answers.
Full crime and deviance scheme of work.
Fully modifiable resources
Every teacher likes to make resources their own by adding
some things in and cutting other things out – and you can do this with both the
work pack and the PowerPoints because I’m selling them in Word and PPT, rather
than as PDFs, so you can modify them!
NB – I have had to remove most the pictures I use
personally, for copyright reasons, but I’m sure you can find your own to fit
in. It’s obvious where I’ve taken them out!
A brief outline of how I introduce A-level sociology to students unfamiliar with the subject…
A-level sociology is a new subject for most students as the vast majority have not studied it as a GCSE option. This means that most colleges and schools offering the subject will need to run some kind of ‘information session’ covering what A-level sociology is all about.
Below is an outline of the 25-30 minute ‘information session’ which I’ve used to introduce sociology to students for the last several years.
NB despite the fact that there’s a little ‘warm up quiz’ at the beginning, this isn’t a ‘teaching session’, or a ‘taster session’, these come before and after, this is more of a ‘here’s the information about the subject to get it clear in your head whether you’re choosing the right course for you’ session.
Intro Quiz
The questions have been selected to cover some of the topics we teach, I simply hand out a sheet with a few ‘pop questions’ – and it gets students talking to each other, and allows time for late-comers (if your ‘intro day’ is anything like my college’s quite a few students’ previous sessions overrun, or they get lost en route, so there’s lateness.
A section of the ‘pop questions’ I use…
What is the current population of the United Kingdom?
What percentages of marriages end in divorce in the UK?
What percentage of children achieved 5 GCSEs grades A-C last year?
Is the crime rate in Britain going up or down?
In 1993 there were roughly 45 000 people in jail, what is the prison population today?
There’s actually eight questions in total, see the Word doc below for the full, and modifiable version!
2. Answers to intro quiz – on ppt
I Q and A through the answers, sometimes doing the old ‘hands up if you think crime is going down’ technique – which works great for that particular question when you get to congratulate the one or two people who got the ‘right answer’.
This can actually take up to 15 minutes, as there’s plenty of scope to use Q and A to tease out most of the main themes in the A level sociology specification…. E.G. how do we actually know how many people are in the UK, where does the data come from? (At which point you get to smugly say ‘OK and where does Google get the information from’)
3. Lightening speed run through of the options we do
NB – I’ve actually got further slides covering some of the main questions under most of the above headings, except methods, I’m supposed to be selling the subject at this stage!
4. Lip service mention of the skills required for A-level sociology
NB – I could add on a slide about ‘careers’, but frankly, I was never worried about this when I chose my degree let alone my A-levels (although in my state grammar school as a non-science students I was pretty much limited to English Literature, Economics and History), and so I say give the kids a break!
The ‘applied methods*’ question appears in paper 1 of the AQA’s Education with Theory and Methods exam (paper 7192/1). This is out of 20 marks, and students are expected to apply their understanding of any of the six main research method covered in the A-level sociology specification to any conceivable topic within education.
An example of an ‘applied methods*’ question is as follows:
‘Applying material from item B and elsewhere, evaluate the strengths and limitation of using participant observation to investigate truancy from school’ (20)
Here’s how I revise these questions with my students… NB I don’t introduce the item until later…
Warm up with the method
Firstly, I get students to talk through the theoretical practical and ethical strengths and limitations just of the method. I do this because students need to know they method anyway, and they can get 10/20 just for writing a decent methods essay (without applying it) – see the mark scheme here.
Warm up with the method generally applied to the topic
Students brainstorm the general ethical, practical and theoretical issues you may encounter when researching this topic with this method… I think it’s good to be as open-minded as possible early on… It’s easiest just to get them to do this on paper.
Do a plan applying the method to the specific details in the item
I use an A3 sheet for this, with the item and question in the middle, students now read the item.
Write a detailed flow-chart
Here I get students to add in analysis and evaluation points to each original lead-point, showing a chain of reasoning (side 2 of A3 sheet).
Repeat stage two with a different topic, to emphasise the difference in answers for the same method applied to a different topic
DO NOT go over the whole process again, once is enough!
Issues with Revising Applied Research Methods
There’s a very real possibility that students will just not ‘get it’, because they have to be so nit-pickingly overt about relating the method to the specific topic. Drilling this into students is a painful and thankless task, induced solely by the demands of this specific form of the assessment.
There is also the possibility that students may lose the will to live, especially when some past papers have examples that even I find intolerably dull, and I’m actually interested in this stuff!
*These are sometimes referred to as ‘Methods in Context’ questions. This was the term originally used by the AQA for many years, but (much like this question format itself as a means of assessing application skills) it’s pretty clumsy, so the new ‘applied methods’ phrase is IMO much better.
For teachers, ‘teaching to a question’ is often the most efficient way of organizing a lesson, and it’s something I found especially useful when I first began my teaching career, 146 years ago.
In this post all I’m doing is re-visiting this basic strategy in preparation for teaching the next block of theories of crime and deviance, and simply asking myself what are the best ‘starting point’ questions to get students thinking along the line of Marxists, Interactionists and Realists….
Any of these questions can be used as useful starters… as kind of ‘what do you already know’ starter if you like. You could always add in a brief data response task to each block of questions to bring them to life a bit more.
Marxist theories of crime – four basic questions
Does Capitalism cause crime?
Do the police disproportionately target the working classes?
Are elites more likely to escape prosecution by the courts than the working classes?
Do Corporations cause more harm to people, society and the planet than ‘actual’ criminals?
Interactionist theories of crime – four basic questions
Do teachers/ the police label students/ people based on their class, gender and ethnicity?
Does this create a self-fulfilling prophecy?
Are teachers/ the police to blame for the deviance of their students/ the crimes of criminals?
Right Realist theories of crime – to tap into rational choice theory…..
Really simple..brainstorm anything the government might do to reduce crime in society (prize for the most solutions)
Any series of questions relating to ‘Rational Choice Theory’ (future post on this) – e.g. here’s a scenario, such as it being late at night, no guards, no ticket barrier, would you bunk the train…
All things being equal, do you think harsher punishments generally reduce crime?
All things being equal do you think more police on the streets is an effective way to reduce crime?
NB – the questions above aren’t supposed to be exhaustive, just the simpler ones to kick start the topics.
Sociology Teaching Resources for Sale
You might be interested in my latest (November 2019) teaching resource pack which contains everything teachers need to deliver 10 hour long ‘introduction to sociology’ lessons.
Included in the bundle is a clearly structured 50 page gapped student work-pack, six PowerPoints* to structure the 10 lessons, 10 detailed lesson plans outlining a range of learning activities you can use with students, a massive list of relevant contemporary resources with links, and numerous lesson activities including introductions, plenaries and links to some Socrative quizzes.
These resources contain all the core sociology knowledge students need for a through introduction sociology, illustrated with numerous up to date contemporary case studies and statistics.
The resources have been designed for A-level sociology and cover the core themes on the AQA’s specification but are suitable for new 16-19 students studying any specification.
You might also like these teaching resources for the sociology of education. They are specifically designed for A-level sociology students and consist of several versions of key concepts definitions (80 concepts in total), gapped summary grids with answers covering the entire sociology of education specification and 7 analysis activities.
If you want to get both of the above resources and receive regular updates of teaching resources then you can subscribe for £9.99 a month. I’ll be producing 10 hour long lessons worth of resources every month throughout 2020 and beyond. The £9.99 subscription means you get the resources for 50% off the usual £19.99 price.
Station based lessons are those in which the teacher sets up a number of different (and differentiated) tasks on different tables in the class room and students spend a set time at each table, moving from task to task.
I find these are most useful at the very beginning of the Winter and Easter terms, after students have done sufficient sociology to enable them to work through said tasks largely on their own, with the teacher acting only as a facilitator…
This is precisely what I’ll be doing with my Upper sixth groups when I face the horror and terror of going back to school on Thursday…. Station lessons make things a little easier…
A3 photocopies of pages 2-4 above for stations 2, 3, and 5.
Card sorts for task 4 (I don’t have these to hand, but you simply need cards with concepts, and pictures and perspectives – this is more of a general recap rather than a consensus theory of crime recap),
Station 1: White Board Station (AO1 – Knowledge)
Explain your one of the consensus theories of crime in picture form – you may use three words also.
Station 2: AO1 Concepts Station (A01 – Knowledge)
Research and write in the definitions for two-three of the concepts
If you finish, add in an example or piece of supporting evidence which illustrates the concept
Station 3: Data Response Station (AO2 – Application)
Read the item, then for one theory write in how that theory would explain the case study in the item.
Station 4: Card Game Station (AO3 – Analysis)
Game 1: Shuffle the concepts and theories cards – pick two (or three!) at random, suggest a link between them.
Game 2: Rank the ‘case studies cards’ – rank them in order of how well they support your assigned theory.
Station 5: Evaluation Station (AO3 – Evaluation)
Add in as many evaluation points as possible for one theory
If you finish, then add in counter-evaluation to the previous evaluations of theories
Further comments
There’s not a lot else to say really… this was just a New Year’s post for all the sociology teachers out there, happy new year!
Socrative is a real-time feedback learning-tool which allows teachers to quickly produce multiple choice, true/ false or open ended questions in order to assess student understanding.
Personally I think Socrative is the most useful online learning tool available to teachers and students studying A-level subjects, much more useful than Quizlet, for example, although it still has its limitations.
How to use Socrative
NB – You might like to just go sign up and try it out, unless you’re a total luddite (in which case go sit down with your tech-bod at school) you’ll find Socrative so easy to use…..
Teachers sign up for a ‘teacher account’ and can creating quizzes in advance of the lesson, or use the quick quiz option to ask one question at a time in class. Teachers will also need to create an online ‘room’ where students can join to take part in the quiz – you’ll need to call the room something simple live ‘Dave’s Sociology Room’. (Actually ideally something shorter than that – Maybe DSOC1, for example).
Once the teacher has started a quiz, students can access the quiz room by any browser, via the Socrative homepage or by the Socrative app if installed on phones/ tablets, and by entering the teacher’s ‘Room Name’ (which will be up on the screen once the quiz is live).
The teacher has the option to make progression through questions either 1 then all pause, or self-paced, and you can put in right or wrong answers, and add in explanation for why a particular answer is correct.
I’m not sure what the upper limit of entrants is, but Socrative has handled more than 20 in my class easily. The beauty of Socrative is that once students have completed all the questions, you get an overview of what questions they got right or wrong – here’s an example from a recent ‘education policies‘ recap I did at the beginning of one lesson the week after we’d taught social policies (in fairness to my teaching, questions 4 and 8 were designed to be tough! Also note that for question 9 I hadn’t set a ‘correct answer’ so it hasn’t colour coded).
clearly questions 4 and 8 need reviewing
And you can dig deeper into responses for each question too, simply by clicking on the question links above…. please note that in order to get a correct answer, students had to identify all three of the polices, and only those three!
Incidentally, another great use for Socrative in sociology is simply to type in the same questions used in ‘opinion surveys’ to get an immediate feel for how students’s values correspond to that of the nation… here’s a sample of today’s students showing that they’re anti-immigration, but probably not quite as intolerant as their grandparents….
In the background of Socrative
Once you’ve signed up as a teacher, you get presented with the options below.. I won’t explain how it’s done, it’s so easy to use!
Uses of Socrative for teaching A level sociology:
As with Quizlet, it’s great for recapping basic knowledge… however, an advantage over quizlet is that it allows you to enter much more challenging multiple choice questions, with answers close together to make students think.
You can tap into analysis and evaluation skills, simply by alternating multi choice knowledge questions with open ended questions asking students to simply justify their answers.
You can use the open ended question function to get students to write Point Explain Elaborate Evaluate essays collaboratively, live online.
With the quick question function, you can get students to select the best answer!
You get immediate feedback about what students need to review.
Socrative stores the reports for you, even with the free version.
You can collect a lot of data about formative learning here, especially if you can figure out a way of combining it with previous attendance, effort etc…
The Limitations:
For the free version, it only works when it’s live, you have to actually run it! The quizzes aren’t there all the time for constant review as they are with Quizlet.
Whose got time to actually use the data collected?
P.S. If you want to use the above education policies quiz – here’s the code…
SOC-31071794
Sociology Teaching Resources for Sale
You might be interested in my latest (November 2019) teaching resource pack which contains everything teachers need to deliver 10 hour long ‘introduction to sociology’ lessons.
Included in the bundle is a clearly structured 50 page gapped student work-pack, six PowerPoints* to structure the 10 lessons, 10 detailed lesson plans outlining a range of learning activities you can use with students, a massive list of relevant contemporary resources with links, and numerous lesson activities including introductions, plenaries and links to some Socrative quizzes.
These resources contain all the core sociology knowledge students need for a through introduction sociology, illustrated with numerous up to date contemporary case studies and statistics.
The resources have been designed for A-level sociology and cover the core themes on the AQA’s specification but are suitable for new 16-19 students studying any specification.
You might also like these teaching resources for the sociology of education. They are specifically designed for A-level sociology students and consist of several versions of key concepts definitions (80 concepts in total), gapped summary grids with answers covering the entire sociology of education specification and 7 analysis activities.
If you want to get both of the above resources and receive regular updates of teaching resources then you can subscribe for £9.99 a month. I’ll be producing 10 hour long lessons worth of resources every month throughout 2020 and beyond. The £9.99 subscription means you get the resources for 50% off the usual £19.99 price.
Quizlet is basically an online flashcard and quiz generator – you simply set up a discrete ‘study set’, for example, ‘the Functionalist Perspective on Education’ and create a range of flashcards with brief definitions of key concepts or an overview of the key ideas of theorists, or even ‘stock evaluations’.
In the background of Quizlet… it’s so easy to use…
Quizlet saves your Flashcards and creates a number of different test formats – the three most useful of which are ‘learn’, ‘match’ and ‘test’, at least IMO for reviewing basic knowledge of A-level sociology.
Quizlet’s range of test options
It’s extremely useful for reviewing AO1 (knowledge) and ‘stock’ AO3 – evaluations – basically any kind of knowledge that you might usually review using a sentence sort or matching type activity – content such as…
reinforcing categories of knowledge for some A-level sociology content -e.g. what’s an in-school factor, what’s an out-of school factor, what’s a pull factor, and what’s a push factor…. you might (you might not!) like this ‘rinse and repeat Functionalism/ Marxism‘ test I put together.
key facts and stats (assuming the answers are very discrete – basic stats on education, crime and the family for example.
The strengths and limitations of research method.
key names – the basics of who said what, who researched what.
basic ‘stock evaluations’ one perspective makes of another.
What Quizlet is useful for (for A-level sociology)
There are lots of concepts which students need to know, a combination of flashcards, testing and matching games are quite useful for keeping this ticking over.
It’s also useful for getting students to spell certain words correctly, some of the testing formats demand this!
It gives feedback on what students keep getting wrong.
NB – Unlike Socrative and Kahoot, Quizlet tests are always around, always ‘on’ if you like, students have access to the information at all times, the other two are only playable ‘live’.
There is an excellent ‘live’ version of Quizlet which randomly allocates students to teams – I won’t explain how this works here, but it’s quite a nice way to break up a lesson!
If you sign up for the pro-version, you can create classes and monitor students work – although I imagine professionals already have enough data to deal with!
You can also nab other people’s Quizlets… copy them and edit them so they fit you’re own particular whimsy…
What are the limitations of Quizlet?
I cannot see how you can use it to develop analytical skills. I suppose you could with the use of careful and cunning questioning, but I can’t see the point, you may as well just do this aspect of teaching face to face.
Also, the same goes for deep evaluation skills, you can’t really tap into this.
Basically, you can’t develop ‘chains of reasoning’ on Quizlet, or do anything developmental and discursive.
In conclusion – how to use Quizlet effectively for teaching A level sociology?
Recognize its limitations – good for basic knowledge reviewing, memorizing in a rinse and repeat style, useful for breaking up lessons occasionally, but you can’t develop effective analytical or deep evaluative skills with it!
NB – You also have to make sure that one side of the flash card is short, ideally just one word, rather than complex and long-winded questions. That way most of the test functions work much more effectively.
Sociology Teaching Resources for Sale
You might be interested in my latest (November 2019) teaching resource pack which contains everything teachers need to deliver 10 hour long ‘introduction to sociology’ lessons.
Included in the bundle is a clearly structured 50 page gapped student work-pack, six PowerPoints* to structure the 10 lessons, 10 detailed lesson plans outlining a range of learning activities you can use with students, a massive list of relevant contemporary resources with links, and numerous lesson activities including introductions, plenaries and links to some Socrative quizzes.
These resources contain all the core sociology knowledge students need for a through introduction sociology, illustrated with numerous up to date contemporary case studies and statistics.
The resources have been designed for A-level sociology and cover the core themes on the AQA’s specification but are suitable for new 16-19 students studying any specification.
You might also like these teaching resources for the sociology of education. They are specifically designed for A-level sociology students and consist of several versions of key concepts definitions (80 concepts in total), gapped summary grids with answers covering the entire sociology of education specification and 7 analysis activities.
If you want to get both of the above resources and receive regular updates of teaching resources then you can subscribe for £9.99 a month. I’ll be producing 10 hour long lessons worth of resources every month throughout 2020 and beyond. The £9.99 subscription means you get the resources for 50% off the usual £19.99 price.
