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  • 1. SCHEME for LEARNING – LESSON OUTLINEEducation with research methodsThis SOW does not follow the chapter progression in the textbook. It begins with the roleand purpose of education (topics 5 and 6), then educational policy and inequality (topic 7),followed by topics 1 – 4. This is a much more logical way of looking at education andallows students to get to grips with different sociological theory immediately.The first 18 pages of the SoW relate to education on its own, the remaining pages relate tothe research methods.Although I have written one lesson plan per topic section it may well be that the lessonsthemselves take more than one lesson, therefore feel free to adapt where necessary. Ihave not written in any FIT lessons as I am taking it as read that a FIT lesson will followafter each assessment.Once the course is complete students should be given different exam papers to completein class and revise at home.
  • 2. SCHEME for LEARNING – LESSON OUTLINEEducation with research methods The Role of EducationWHAT students are doing (headline)By the end of the lesson you will have identified the role and purpose of the education system according tofunctionalists.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL identify the role of the education system according to functionalists;MOST create a poster showing the role and purpose of the education system according to functionalists;SOME know the key terms.WHY students are doing this (objectives, big picture)ALL know the questions sociologist ask about education;MOST know the functions of education that functionalists identify;SOME evaluate the functionalist perspective.CONNECT Ask the students what norms and valuesthey think are being taught in theeducation system. Discuss what isconsidered normal behaviour in differentsituations eg wedding, funerals, court,war.Read p. 139, discuss the information.Read p. 140 – 141, but not the sectionabout the New Right.ACTIVATEDiscussion – ask the students what they thinkthe role and purpose of education is – make aspider diagram on the board and the in theirfolders.Give the students a copy of p. 202 from theCollins AQA book, in pairs discuss the picturesand answer the questions.CONSOLIDATEWhat is meant by the argument that theeducation system is meritocratic?According to functionalists, how mightpupils be ‘sifted and sorted’?What is new vocationalism?What was the ‘Great Debate’?Students create a glossary of the keyterms in their folders – activity on p. 139.Using all the information from this lessonstudents create a poster showing theFunctionalist perspective on education. It willneed to include the evaluation/ criticisms andnames and ideas of important sociologist.DEMONSTRATEKEY WORDSMeritocracy Vocationalism Socialsolidarity Universalistic standards.RWCM / SMSCR – textbookW – answersC – written answers/ discussionHOME LEARNINGComplete the three questions in thepurple box on p. 140.Essay: Examine functionalist views on
  • 3. SCHEME for LEARNING – LESSON OUTLINEM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.the role and purpose of education.Include some criticisms of these views.(250 – 500 words).KEY RESOURCESNapier press AS textbookCollins AQA AS textbookEducation with research methods The New Right perspective on educationWHAT students are doing (headline)By the end of the lesson you will have identified the role and purpose of the education system according to theNew Right.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL identify the role of the education system according to the New Right;MOST create a mind map showing the role and purpose of the education system according to the New Right;SOME identify similarities and differences between the New Right and Functionalism.WHY students are doing this (objectives, big picture)ALL know the questions sociologist ask about education;MOST know the functions of education that the New Right identify;SOME evaluate the New Right perspective.CONNECTRead the information about the NewRight, as class identify the similarities anddifferences to functionalism.ACTIVATEQuiz on the key terms from last lesson.Go through hwk.CONSOLIDATEExplain the difference between ascribedstatus and achieved status.Which type of status is found inmeritocratic education systems?Identify two ways in which New Rightideas are similar to those offunctionalists.Why do Chubb and Moe believe privateeducation can deliver better quality andgreater efficiency than state education?Create a mind map showing the ideas ofthe New Right, include criticisms/ evaluation.On the mind map mark with a = where the ideasagree with functionalism and mark with a *where they disagree.DEMONSTRATE
  • 4. SCHEME for LEARNING – LESSON OUTLINEKEY WORDSMeritocratic Consumer StateRWCM / SMSCR – textbookW – answersC – written answers/ discussionM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.HOME LEARNINGResearch the key ideas of Marxism.Revise functionalism and the NewRight for a timed exam question.Design a poster showing howeducation is organised in the UK.Include nursery, primary, secondaryand post 16 education, find out theusual/ compulsory age ranges for eachstage of education.KEY RESOURCESNapier press AS textbookCollins AQA AS textbookEducation with research methodsExamining the role of education (1) functionalismand the New RightWHAT students are doing (headline)By the end of the lesson you will have completed a timed exam question about functionalism and the NewRight.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL complete all four questions;MOST identify the key ideas of functionalism and the New Right;SOME write a clear conclusion.WHY students are doing this (objectives, big picture)ALL demonstrate knowledge and understanding of the topic covered;MOST interpret and evaluate the ideas of functionalism and the New Right;SOME develop your essay skills.CONNECTIt is up to you if you want them to use thetextbook or not. If you do not want themto then scan/ type up the question. Asthis is their first timed essay I suggest youallow them to use the examiners advice.Go through the question with them.ACTIVATEGo to http://www.wordle.net/create and createa wordle of all the key words they will need toanswer the exam question. Recap what thewords mean.CONSOLIDATEStudents to make a note of what theystruggled with and go through thetextbook to help them when you WHNand return the work for FITing. Studentsmake required changes in green pen.WHN marking sheets are available.Students spend one hour completingthe four questions.DEMONSTRATE
  • 5. SCHEME for LEARNING – LESSON OUTLINEKEY WORDSNew Right FunctionalismDurkheim Parsons Davis andMoore Chubb and MoeRWCM / SMSCR – textbookW – answersC – written answers/ discussionM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.HOME LEARNINGResearch the key ideas of Marxism.KEY RESOURCESNapier press AS textbookCollins AQA AS textbookEducation with research methods The role of education: MarxismWHAT students are doing (headline)By the end of the lesson you will have identified the role and purpose of the education system according toMarxism.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL identify the role of the education system according to Marxism;MOST create a mind map showing the role and purpose of the education system according to Marxism;SOME know the key terms.WHY students are doing this (objectives, big picture)ALL know the questions sociologist ask about education;MOST know the functions of education that Marxists identify;SOME evaluate the Marxist perspective.CONNECTIn pairs read p. 144 and write definitionsof the words in the green box into theirglossary.Read the information on p. 145 – 148.ACTIVATEDiscuss their research into Marxism. Whatimplications do they think this will have for theeducation system?Give students a copy of Figure 6.1 on p. 204 ofthe white AQA book.CONSOLIDATEGive two examples each of repressiveand ideological state apparatuses.Explain the difference between thereproduction of class inequality andlegitimation of class inequality.Explain what Bowles and Gintis mean bythe correspondence principle and givetwo examples of it.Explain what is meant by ‘post-Fordism’.How does the critical modernist view ofeducation differ from the Marxist view?Give copy of p. 161 from Folens book.Create a mind map showing the ideas ofMarxist sociologists concerning the function androle of the education system.Write definitions for the key terms / concepts:capitalism, bourgeoisie, proletariat, alienation,class consciousness.Complete the questions in Box 15 and Box 16.Complete the questions on p. 148.DEMONSTRATE
  • 6. SCHEME for LEARNING – LESSON OUTLINEKEY WORDSProletariat Capitalism InequalityIdeology BourgeoisieRWCM / SMSCR – textbookW – answersC – written answers/ discussionM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.HOME LEARNINGResearch the education policies of theCoalition government.KEY RESOURCESNapier press AS textbookCollins AQA AS textbookFolens AS textbookEducation with research methods Educational policy and inequalityWHAT students are doing (headline)By the end of the lesson you will have completed some research and presented it to the class on a givenperiod of history.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL present the main feature of important educational policies;MOST research different education policies;SOME evaluate the impact different policies will have had on inequality of achievement.WHY students are doing this (objectives, big picture)ALL understand and apply sociological perspectives to educational policies;MOST understand the main features of different educational policies;SOME consider how these policies have helped to maintain and justify class, gender and ethnic inequalities.CONNECTDivide the class into different groups witha different research focus:1s – Education before 1944, a historicalview;2s – 1944 – 65 – theTripartite system;3s – 1965 – 1978 – Comprehensivisation;4s – 1979 – 1997 – 20 years of Toryeducational policy;5s – 1997 – 2007 – New Labour6s – 2007 – Now – current government.Will need to produce info sheet.ACTIVATEAsk students to list any changes in educationpolicy which have affected them eg changes inA Levels, new GCSEs, Btec etc.NB This plan should take app 2/3 lessons.CONSOLIDATEIn what way did the tripartite system reproduceclass inequality?Identify two reasons why comprehensivisation didnot end educational inequality.Explain how the idea that there is a ‘parentocracy’legitimates inequality.Explain why an ‘education market’ might raiseeducational standards.Identify two policies that have helped create an‘education market’.Explain why New Labour policies to helpdisadvantaged groups and those to raise standardsfor all might be contradictory.Explain what is meant by ‘assimilation’ policies inrelation to ethnicity and education.Suggest two criticisms of multiculturaleducation policies.Students to research the following:Who was the government and Prime Minister at thetime?What changed happened to the education systemduring this period? What was introduce/ takenaway?What were the main aims of the governmentregarding education (raising achievement, increasingchoice, raising standards, bridging gap between therich and poor)?What was particularly good/ bad? What worked/didn’t work and why?Include key dates of education acts and policies.DEMONSTRATE
  • 7. SCHEME for LEARNING – LESSON OUTLINEKEY WORDSTripartite Grammar ComprehensiveRWCM / SMSCR – textbookW – answersC – written answers/ discussionM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.HOME LEARNINGResearch and working onpresentations.Create a timeline showing the datesand key content of educational policies.Pay particular attention to the 1988Reform Act and modern day policies.KEY RESOURCESNapier press AS textbookCollins AQA AS textbookEducation with research methods Examining educational policy and inequalityWHAT students are doing (headline)By the end of the lesson you will have completed a timed exam question about educational policy andinequality.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL complete all four questions;MOST identify the key ideas of educational policy and inequality;SOME write a clear conclusion.WHY students are doing this (objectives, big picture)ALL demonstrate knowledge and understanding of the topic covered;MOST interpret and evaluate the ideas of different educational policies and inequality;SOME develop your essay skills.CONNECTIt is up to you if you want them to use thetextbook or not. If you do not want themto then scan/ type up the question.Go through the question with them.ACTIVATEGo to http://www.wordle.net/create and createa wordle of all the key words they will need toanswer the exam question. Recap what thewords mean.CONSOLIDATEStudents to make a note of what theystruggled with and go through thetextbook to help them when you WHNand return the work for FITing. Studentsmake required changes in green pen.WHN marking sheets are available.Students spend one hour completingthe four questions.
  • 8. SCHEME for LEARNING – LESSON OUTLINEDEMONSTRATEKEY WORDSTripartite Grammar ComprehensiveRWCM / SMSCR – textbookW – answersC – written answers/ discussionM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.HOME LEARNINGGive students a copy of p. 196 – 197 ofthe Folens, read and complete thequestions.KEY RESOURCESNapier press AS textbookCollins AQA AS textbookFolens Success in SociologyEducation with research methods Class differences in achievement: external factorsWHAT students are doing (headline)By the end of the lesson you will know how factors such as cultural deprivation outside the school can impacton pupils educational achievement.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL describe the pattern of class differences in educational achievement;MOST understand the difference between internal and external factors affecting achievement;SOME understand and be able to evaluate the role of different external factors, including cultural deprivation,material deprivation and cultural capital.WHY students are doing this (objectives, big picture)ALL know how class differences can impact on educational achievement;MOST make comparisons between the achievements of working class and middle class children;SOME evaluate the different sociological perspectives about educational achievement.CONNECTMake students aware of the definitionsfor working class and middle class (p. 92).Read the section ‘Explaining classdifferences’. Students to writedefinitions of what is meant by internaland external factors.Read the section ‘cultural deprivation’.Students to write definition.ACTIVATEIn pairs students to come up with two lists –one list give reasons why some studentsunderachieve, and on the other give reasonswhy others are more successful. Share listswith the class.Give students a copy of p. 208 from the CollinsAQA book, compare their lists, discuss thepoints and complete the questions.
  • 9. SCHEME for LEARNING – LESSON OUTLINECONSOLIDATEHaralambos worksheet ‘Educating theprivileged’ p. 117Students to make notes on the work ofJ W B Douglas on intellectual development.Students make notes on Bernstein andlanguage.Make notes on the section ‘Attitudes andvalues’.Complete all purple questions.DEMONSTRATEKEY WORDSMiddle –class Working-class Culturaldeprivation Material deprivationCultural capitalRWCM / SMSCR – textbookW – answersC – written answers/ discussionM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.HOME LEARNINGEducation and low income –Haralambos activity pack p.118. Readand complete the activities.KEY RESOURCESNapier press AS textbookCollins AQA AS textbookHaralambos activity pack.Education with research methods Class differences in achievement: external factorsWHAT students are doing (headline)By the end of the lesson you will know how factors such as material deprivation can impact on pupilseducational achievement.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL describe the pattern of class differences in educational achievement;MOST understand the difference between internal and external factors affecting achievement;SOME understand and be able to evaluate the role of different external factors, including cultural deprivation,material deprivation and cultural capital.WHY students are doing this (objectives, big picture)ALL know how class differences can impact on educational achievement;MOST make comparisons between the achievements of working class and middle class children;SOME evaluate the different sociological perspectives about educational achievement.CONNECT
  • 10. SCHEME for LEARNING – LESSON OUTLINEIn pairs ask the students to come up witha definition for ‘material deprivation’.Compare it with the definition in thetextbook.ACTIVATERecap the ideas of cultural deprivation, explainnow looking at material deprivation.CONSOLIDATEWhat advantages in terms of intellectualdevelopment might a middle class childhave before s/he starts school?Explain the difference between deferredand immediate gratification.Identify three characteristics of theelaborated code.What is meant by ‘compensatoryeducation’?Suggest three ways in which poverty mayaffect achievement.Create a mind map about materialdeprivation.DEMONSTRATEKEY WORDSMaterial deprivationRWCM / SMSCR – textbookW – answersC – written answers/ discussionM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.HOME LEARNINGRe-read notes, re-write/ completewhere necessary.KEY RESOURCESNapier press AS textbookCollins AQA AS textbookEducation with research methods Class differences in achievement: external factorsWHAT students are doing (headline)By the end of the lesson you will know how factors such as cultural capital can impact on pupils educational achievement.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL describe the pattern of class differences in educational achievement;MOST understand the difference between internal and external factors affecting achievement;SOME understand and be able to evaluate the role of different external factors, including cultural deprivation, materialdeprivation and cultural capital.WHY students are doing this (objectives, big picture)ALL know how class differences can impact on educational achievement;MOST make comparisons between the achievements of working class and middle class children;SOME evaluate the different sociological perspectives about educational achievement.CONNECT
  • 11. SCHEME for LEARNING – LESSON OUTLINEDEMONSTRATEKEY WORDSCultural capital Privileged-skilledchoosers Disconnected-localchoosers Semi-skilled choosersRWCM / SMSCR – textbookW – answersC – written answers/ discussionM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.HOME LEARNINGComplete the exam question on p. 101.KEY RESOURCESNapier press AS textbookCollins AQA AS textbookEducation with research methods Class differences in achievement: internal factorsWHAT students are doing (headline)By the end of the lesson you will know how factors such as labelling and the self-fulfilling prophecy can impacton pupils educational achievement.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL describe the pattern of class differences in educational achievement;MOST understand the difference between internal and external factors affecting achievement;SOME understand and be able to evaluate the role of different external factors, including labelling, the selffulfilling prophecy, pupil subcultures, marketisation and selection policies.WHY students are doing this (objectives, big picture)ALL know how class differences can impact on educational achievement;MOST make comparisons between the achievements of working class and middle class children;SOME evaluate the different sociological perspectives about educational achievement.CONNECTComplete the activity on p. 103.Read the sections on labelling and theself-fulfilling prophecy.ACTIVATEGive each student in the class a label, stick it totheir backs eg slut, lesbian, brainy, likely to endup in prison. Make students guess their labels.Discuss the effect such labelling might have onpupils achievements in education.On mini whiteboards get the students to drawwhat the ideal pupil looks like.
  • 12. SCHEME for LEARNING – LESSON OUTLINECONSOLIDATEExplain the difference between labellingand the self-fulfilling prophecy.State two criticisms of labelling theory.Create a mind map of information aboutlabelling and the self-fulfilling prophecy.DEMONSTRATEKEY WORDSLabelling Self fulfilling prophecyRWCM / SMSCR – textbookW – answersC – written answers/ discussionM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approaches toEducation.HOME LEARNINGEducational underachievement(Sociology AS and A2 assessmentpack p. 77)KEY RESOURCESNapier press AS textbookCollins AQA AS textbookEducation with research methods Class differences in achievement: internal factorsWHAT students are doing (headline)By the end of the lesson you will know how pupil subcultures can impact on pupils educational achievement.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL describe the pattern of class differences in educational achievement;MOST understand the difference between internal and external factors affecting achievement;SOME understand and be able to evaluate the role of different external factors, including labelling, the selffulfilling prophecy, pupil subcultures, marketisation and selection policies.WHY students are doing this (objectives, big picture)ALL know how class differences can impact on educational achievement;MOST make comparisons between the achievements of working class and middle class children;SOME evaluate the different sociological perspectives about educational achievement.CONNECTRead p. 105 -107.Complete the activity in the green box onp. 106.ACTIVATEDiscuss the different subcultures whichstudents have experienced in the lives eg Goths,boffs and chavs. What impact with their chosensubculture have on their educationalachievement?
  • 13. SCHEME for LEARNING – LESSON OUTLINECONSOLIDATEIdentify two characteristics of a pro-school subculture.Suggest one reason why anti-schoolsubcultures develop.Create a mind map about pupil subcultures.DEMONSTRATEKEY WORDSSubculture StreamingDifferentiation PolarisationRWCM / SMSCR – textbookW – answersC – written answers/ discussionM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.HOME LEARNINGComplete the activity on p. 110 – aimfor a comparison between NPA andour nearest rivals OBA!KEY RESOURCESNapier press AS textbookCollins AQA AS textbookEducation with research methods Class differences in achievement: internal factorsWHAT students are doing (headline)By the end of the lesson you will know how marketisation can impact on pupils educational achievement.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL describe the pattern of class differences in educational achievement;MOST understand the difference between internal and external factors affecting achievement;SOME understand and be able to evaluate the role of different external factors, including labelling, the selffulfilling prophecy, pupil subcultures, marketisation and selection policies.WHY students are doing this (objectives, big picture)ALL know how class differences can impact on educational achievement;MOST make comparisons between the achievements of working class and middle class children;SOME evaluate the different sociological perspectives about educational achievement.CONNECT
  • 14. SCHEME for LEARNING – LESSON OUTLINERead p. 108 – 109.Make a copy of figure 3.2 and figure 3.3.ACTIVATELook through their hwk. Students to design aposter marketing NPA to the wider community.CONSOLIDATEExplain what is meant by ‘marketisation’.Name one policy that has helped createan education market.Which pupils are likely to benefit mostfrom an educational triage? Give reasonsfor your answer.Complete a set of notes on marketisation.Complete the questions on p. 109.DEMONSTRATEKEY WORDSTriage League tablesRWCM / SMSCR – textbookW – answersC – written answers/ discussionM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.HOME LEARNINGDesign a poster showing all thedifferent theories that explain whyworking class children underachieve atschool. Remember to include bothinternal factors and external factors.KEY RESOURCESNapier press AS textbookCollins AQA AS textbookEducation with research methods Examining class differences in achievement (internal factors).WHAT students are doing (headline)By the end of the lesson you will have completed a timed exam question about class differences inachievement.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL complete all four questions;MOST identify the key reasons for differences in achievement;SOME write a clear conclusion.WHY students are doing this (objectives, big picture)ALL demonstrate knowledge and understanding of the topic covered;MOST interpret and evaluate the ideas of why some students achieve more than others;SOME develop your essay skills.
  • 15. SCHEME for LEARNING – LESSON OUTLINECONNECTIt is up to you if you want them to use thetextbook or not. If you do not want themto then scan/ type up the question.Go through the question with them.ACTIVATEGo to http://www.wordle.net/create and createa wordle of all the key words they will need toanswer the exam question. Recap what thewords mean.CONSOLIDATEStudents to make a note of what theystruggled with and go through thetextbook to help them when you WHNand return the work for FITing. Studentsmake required changes in green pen.WHN marking sheets are available.Students spend one hour completingthe four questions.DEMONSTRATEKEY WORDSTriage MarketisationRWCM / SMSCR – textbookW – answersC – written answers/ discussionM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.HOME LEARNINGRe-read and re-write notes wherenecessary, with a particular focus onthe parts they struggled with on theexam question.KEY RESOURCESNapier press AS textbookCollins AQA AS textbookEducation with research methods Ethnic differences in achievementWHAT students are doing (headline)By the end of the lesson you will know how external factors combined with ethnicity can make a difference in studentsachievement.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL be able to describe patterns of ethnic differences in educational achievement;MOST understand and evaluate the role of different external factors, including cultural deprivation, material deprivationand racism in wider society;SOME understand and evaluate the role of different internal factors, including labelling, pupil subcultures, the curriculum,institutionalised racism, and selection and segregation.WHY students are doing this (objectives, big picture)ALL know how ethnicity can impact on educational achievement;MOST make comparisons between the achievements of students from different ethnic groups;SOME evaluate the different sociological perspectives about educational achievement.
  • 16. SCHEME for LEARNING – LESSON OUTLINECONNECTRecap the ideas of cultural and materialdeprivation. Define racism.Read p. 113 and complete the activity inthe purple box.ACTIVATEGive students a copy of p. 214 from Collins AQA.In pairs students discuss the graphs and thequestions.CONSOLIDATEList the following groups in order ofachievement at GCSE, highest first:whites, blacks, Bangladeshis, Chinese,Indians.State one criticism of cultural deprivationtheory as an explanation of ethnicdifferences in achievement.Read p. 114 – 117.Create a mind map/ notes about externalfactors and ethnic differences in achievement.DEMONSTRATEKEY WORDSEthnicity EthnocentricRWCM / SMSCR – textbookW – answersC – written answers/ discussionM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.HOME LEARNINGComplete the question in the green boxon p. 122KEY RESOURCESNapier press AS textbookCollins AQA AS textbookEducation with research methods Ethnic differences in achievement
  • 17. SCHEME for LEARNING – LESSON OUTLINEWHAT students are doing (headline)By the end of the lesson you will know how internal factors combined with ethnicity can make a difference in students’achievement.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL be able to describe patterns of ethnic differences in educational achievement;MOST understand and evaluate the role of different external factors, including cultural deprivation, material deprivationand racism in wider society;SOME understand and evaluate the role of different internal factors, including labelling, pupil subcultures, the curriculum,institutionalised racism, and selection and segregation.WHY students are doing this (objectives, big picture)ALL know how ethnicity can impact on educational achievement;MOST make comparisons between the achievements of students from different ethnic groups;SOME evaluate the different sociological perspectives about educational achievement.CONNECTRead p. 117 – 122.ACTIVATEDiscuss their hwk, what were their opinions?CONSOLIDATEName three sociologists who havestudied the labelling of ethnic minoritypupils.List three ways in which pupils mayrespond to negative labels.What is meant by the ethnocentriccurriculum?Suggest two reasons why marketisationmight result in increased ethnicsegregation in education.Make notes on the internal factorsand ethnic differences in achievement.Students then create an info leaflet aboutethnic differences in achievement.DEMONSTRATEKEY WORDSEthnocentricRWCM / SMSCR – textbookW – answersC – written answers/ discussionM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.HOME LEARNINGStudents to create a revision tableshowing a) all the internal and externalexplanations of ethnicity in one column,b) and explanation of each on in thesecond column and c) a criticism ofeach one in the third column.KEY RESOURCESNapier press AS textbookCollins AQA AS textbookWorksheet (T drive) Internal factors.
  • 18. SCHEME for LEARNING – LESSON OUTLINEEducation with research methods Examining ethnic differences in achievement.WHAT students are doing (headline)By the end of the lesson you will have completed a timed exam question about ethnic differences inachievement.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL complete all four questions;MOST identify the key reasons for differences in achievement;SOME write a clear conclusion.WHY students are doing this (objectives, big picture)ALL demonstrate knowledge and understanding of the topic covered;MOST interpret and evaluate the ideas of why some students achieve more than others;SOME develop your essay skills.CONNECTIt is up to you if you want them to use thetextbook or not. If you do not want themto then scan/ type up the question.Go through the question with them.ACTIVATEGo to http://www.wordle.net/create and createa wordle of all the key words they will need toanswer the exam question. Recap what thewords mean.CONSOLIDATEStudents to make a note of what theystruggled with and go through thetextbook to help them when you WHNand return the work for FITing. Studentsmake required changes in green pen.WHN marking sheets are available.Students spend one hour completingthe four questions.DEMONSTRATEKEY WORDSEthnic Ethnocentric DiversityRWCM / SMSCR – textbookW – answersC – written answers/ discussionM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.HOME LEARNINGRe-read and re-write notes wherenecessary.KEY RESOURCESNapier press AS textbookCollins AQA AS textbook
  • 19. SCHEME for LEARNING – LESSON OUTLINEEducation with research methods Gender differences in educationWHAT students are doing (headline)By the end of the lesson you will have considered why there is a gender gap in educational achievement andwhat external factors may have helped this gap to develop.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL describe the patterns of gender differences in education and evaluate the reasons for the differences;MOST understand and evaluate the explanations for gender differences in subject choice;SOME understand the effect of school experience in shaping gender identities.WHY students are doing this (objectives, big picture)ALL apply and evaluate different sociological perspectives;MOST structure work in a logical and coherent manner;SOME selected, applied and interpreted different types of sociological evidence.CONNECTGive them a copy of p. 221, look at thestatistics and discuss the questions.ACTIVATEAsk students to list all the subjects they havestudied since starting school, get them tohighlight the traditional female subjects in pinkand male in blue. Do the same for jobs. Discusswhere this idea of male of female jobs/ subjectscome from. How do young children becomeaware of their gender identity?CONSOLIDATEIdentify two changes in wider society thatmay have contributed to girls’ improvedachievement.Identify three changes within theeducation system that may haveimproved girls’ achievement.Suggest three reasons for boys’ lowerachievement levels.Suggest two reasons why science is seenas a boys subject.Read p. 125 – 132.Students design a leaflet explain the internaland external factors which affect genderedachievement.Complete the questions in the purple box.DEMONSTRATEKEY WORDSGender Globalisation FeminismRWCM / SMSCR – textbookW – answersC – written answers/ discussionM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.HOME LEARNINGBuy a copy of Nuts and a copy of Heat.How do these two magazines reinforcegender identity?KEY RESOURCESNapier press AS textbookCollins AQA AS textbook
  • 20. SCHEME for LEARNING – LESSON OUTLINEEducation with research methods Subject choice and gender identity.WHAT students are doing (headline)By the end of the lesson you will be able to explain how school reinforces gender identity.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL describe the patterns of gender differences in education and evaluate the reasons for the differences;MOST understand and evaluate the explanations for gender differences in subject choice;SOME understand the effect of school experience in shaping gender identities.WHY students are doing this (objectives, big picture)ALL apply and evaluate different sociological perspectives;MOST structure work in a logical and coherent manner;SOME selected, applied and interpreted different types of sociological evidence.CONNECTRecap the ways in which schoolsreinforce gender identity.ACTIVATEDiscuss their findings from reading Heat andNuts.CONSOLIDATEWatch episode 1 of That’ll Teach ‘Em(available on youtube), particular focuson the science lesson – differentreactions to the maggots.Read p. 132 – 136.Create a mind map of the information.Complete any questions in purple boxes.DEMONSTRATEKEY WORDSGenderRWCM / SMSCR – textbookW – answersC – written answers/ discussionHOME LEARNINGExam question p. 137.
  • 21. SCHEME for LEARNING – LESSON OUTLINEM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.KEY RESOURCESNapier press AS textbookCollins AQA AS textbookThat’ll teach ‘emEducation with research methods Choosing a research methodWHAT students are doing (headline)By the end of the lesson you will know the different types of data available to sociologists and what factorsinfluence their choice of methods.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL know the main types of data are and what research methods sociologists use;MOST understand the practical, ethical and theoretical factors influencing choice of method and topic and beable to assess their relative importance;SOME understand the difference between positivist and interpretivist approached to research.WHY students are doing this (objectives, big picture)ALL know the range of different research methods and sources of data to collect information;MOST know the factors which affect choice of research methods;SOME apply the research methods to the context of education.CONNECTGive the students a copy of p. 164 fromCollins and discuss the ‘Getting youthinking’ activity.Read the information on p. 164 – 167.ACTIVATEIntroduce students to the idea of usingPERVERTED to answer questions about researchmethods.Read p. 163, write definitions for primary andsecondary data, quantitative and qualitativedata. Complete the activity in box 19.CONSOLIDATEComplete the quick check questions on p.167.Create a mind map about the practical,Ethical and theoretic factors which influence asociologists choice of research methods.Go over box 20 as it is very important.Make notes on the choice of topic.DEMONSTRATE
  • 22. SCHEME for LEARNING – LESSON OUTLINEKEY WORDSPractical Ethical Reliability ValidityExample Representative TheoryExplain DataRWCM / SMSCR – textbookW – answersC – written answers/ discussionM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.HOME LEARNINGRead the chapter Education: theresearch context.Make notes and complete thequestions.KEY RESOURCESNapier press AS textbookCollins AQA AS textbookPERVERTED sheetEducation with research methods ExperimentsWHAT students are doing (headline)By the end of the topic you will be able to evaluate lab experiments, field experiments and the comparativemethod and put them into the context of researching education.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL consider the practical, ethical and theoretical issues surrounding experiments;MOST complete a mind map/ set of notes about experiments;SOME place experiments into the context of education.WHY students are doing this (objectives, big picture)ALL know the similarities and differences between different types of experiment;MOST evaluate the strengths and limitations of experiments;SOME apply your understanding of experiments to education.CONNECTRead the chapter on experiments.Read the methods in context section.ACTIVATERecap using the idea of PERVERTED to completethe research methods questions.CONSOLIDATEComplete the exam question on p. 176. Make notes on experiments.Complete the quick check questions.DEMONSTRATE
  • 23. SCHEME for LEARNING – LESSON OUTLINEKEY WORDSExperiments Comparative FieldLab.RWCM / SMSCR – textbookW – answersC – written answers/ discussionM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.HOME LEARNINGComplete the methods in contextquestion p. 179.KEY RESOURCESNapier press AS textbookCollins AQA AS textbookEducation with research methods Social surveysWHAT students are doing (headline)By the end of the topic you will be able to evaluate social surveys and put them into the context of researchingeducation.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL consider the practical, ethical and theoretical issues surrounding social surveys;MOST complete a mind map/ set of notes about social surveys;SOME place surveys into the context of education.WHY students are doing this (objectives, big picture)ALL be able to explain the main stages in conducting a survey;MOST understand the importance of sampling;SOME be able to describe the different sampling techniques.CONNECTRead p. 181 – 185. Discuss the practical,ethical and theoretical issues surroundingsocial surveys.ACTIVATEExplain in your own words what is meant by theterm ‘ethical issues’.Illustrate how ethical issues may emerge in a)the choice of topic to be studied and b) theeffects on the people being studied.How can a theoretical approach influence a) thearea of study b) the methodological techniqueschosen?Give two examples that show the influence ofpractical issues on the nature of researchmethods.CONSOLIDATEExplain the difference between an open-ended and a closed-ended question.State one advantage of having ahypothesis before starting research.Explain the difference between an aimand a hypothesis.What is a pilot study?What does operationalisation of conceptsmean?How may a sample be stratified?Mind map/ notes of the information.Complete the activity in box 24.
  • 24. SCHEME for LEARNING – LESSON OUTLINEDEMONSTRATEKEY WORDSStratified OperationalisationRWCM / SMSCR – textbookW – answersC – written answers/ discussionM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.HOME LEARNINGRe-read and re-write notes wherenecessary.KEY RESOURCESNapier press AS textbookCollins AQA AS textbookEducation with research methods QuestionnairesWHAT students are doing (headline)By the end of the topic you will be able to evaluate social surveys and put them into the context of researchingeducation.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL consider the practical, ethical and theoretical issues surrounding questionnaires;MOST complete a mind map/ set of notes about questionnaires;SOME place questionnaires into the context of education.WHY students are doing this (objectives, big picture)ALL know the different types of question used in questionnaires and the different methods of deliveringthem;MOST evaluate the strengths and weaknesses of questionnaires;SOME apply your understanding of questionnaires to the study of education.CONNECTRead and make notes/ mind map the infoon p. 187 – 190.ACTIVATEGive the students a copy of p. 187 from theCollins textbook. Discuss the ‘Getting youthinking’ section.
  • 25. SCHEME for LEARNING – LESSON OUTLINECONSOLIDATEComplete the quick check questions. Give students a copy of p. 190 fromCollins. Complete the activities.Complete the exam question from Webb etc onp. 190.DEMONSTRATEKEY WORDSQuestionnaireRWCM / SMSCR – textbookW – answersC – written answers/ discussionM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.HOME LEARNINGRead the methods in context sectionon p. 191 – 193, make notes andcomplete the exam question.KEY RESOURCESNapier press AS textbookCollins AQA AS textbookEducation with research methods InterviewsWHAT students are doing (headline)By the end of the topic you will be able to evaluate interviews and put them into the context of researching education.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL consider the practical, ethical and theoretical issues surrounding interviews;MOST complete a mind map/ set of notes about interviews;SOME place interviews into the context of education.WHY students are doing this (objectives, big picture)ALL understand the difference between structured and unstructured interviews;MOST evaluate the strengths and limitations of the different types of interview;SOME apply your understanding of interviews to the study of education.CONNECTRead the information on p. 195 – 200.Have the students ever taken part in aninterview? Have the ever conducted aninterview?ACTIVATEGo through the exam question which they wereset for hwk.
  • 26. SCHEME for LEARNING – LESSON OUTLINECONSOLIDATEQuick check questions. Make notes/ mind map the information.Complete the purple questions.Complete the exam question on p. 201.DEMONSTRATEKEY WORDSInterviews Structured UnstructuredRWCM / SMSCR – textbookW – answersC – written answers/ discussionM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.HOME LEARNINGRead and make notes on the methodsin context section and complete theexam question.KEY RESOURCESNapier press AS textbookCollins AQA AS textbookEducation with research methods Participant observationWHAT students are doing (headline)By the end of the topic you will be able to evaluate participant observation and put it into the context of researchingeducation.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL consider the practical, ethical and theoretical issues surrounding participant observation;MOST complete a mind map/ set of notes about participant observation;SOME place participant observation into the context of education.WHY students are doing this (objectives, big picture)ALL know the different types of observational methods and explain the main stages of conducting aparticipant observation study;MOST apply your understanding of observational methods to education;SOME evaluate the strengths and weaknesses of overt and covert participant observation.CONNECT
  • 27. SCHEME for LEARNING – LESSON OUTLINERead p. 207 and complete the purple andgreen questions.ACTIVATETest students knowledge on the researchmethods covered so far.CONSOLIDATEQuick check questions. Read the remaining part of this topicand make notes/ mind map the information -include information about the different studies.Read box 31 on p. 208 carefully.Complete any purple/ green questions.Complete the exam question on p. 214DEMONSTRATEKEY WORDSParticipant observationRWCM / SMSCR – textbookW – answersC – written answers/ discussionM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.HOME LEARNINGRead and make notes on the methodsin context section and complete theexam question.KEY RESOURCESNapier press AS textbookCollins AQA AS textbookEducation with research methods Secondary sources: official statisticsWHAT students are doing (headline)By the end of the topic you will be able to evaluate secondary sources and put them into the context of researchingeducation.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL consider the practical, ethical and theoretical issues surrounding the use of secondary sources;MOST complete a mind map/ set of notes about secondary sources;SOME place secondary sources into the context of education.WHY students are doing this (objectives, big picture)ALL know the different types of secondary data;MOST evaluate the strengths and limitations of official statistics and documents;SOME apply your understanding of secondary data to the study of education.
  • 28. SCHEME for LEARNING – LESSON OUTLINECONNECTGive students a copy of p. 193 fromCollins. Discuss the use of facebook as asource of secondary data, complete thequestions.Read the section ‘Official statistics’ p. 219– 222. Discuss the practical/ ethical/theoretic issues. Be clear about the darkside...ACTIVATEMake a copy of figure 4.3 on p. 219.List any examples of secondary sources they cancome up with.CONSOLIDATEComplete questions 1 – 7 of the quickcheck questions.Mind map/ notes about the info.DEMONSTRATEKEY WORDSOfficial statisticsRWCM / SMSCR – textbookW – answersC – written answers/ discussionM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.HOME LEARNINGRe-read and re-write note wherenecessary.KEY RESOURCESNapier press AS textbookCollins AQA AS textbookEducation with research methods Secondary sources: documentsWHAT students are doing (headline)By the end of the topic you will be able to evaluate secondary sources and put them into the context of researchingeducation.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL consider the practical, ethical and theoretical issues surrounding the use of secondary sources;MOST complete a mind map/ set of notes about secondary sources;SOME place secondary sources into the context of education.WHY students are doing this (objectives, big picture)ALL know the different types of secondary data;MOST evaluate the strengths and limitations of official statistics and documents;SOME apply your understanding of secondary data to the study of education.
  • 29. SCHEME for LEARNING – LESSON OUTLINECONNECTRead p. 222 – 225. Discuss the strengthsand limitations of using documents as asecondary source of information.ACTIVATERecap secondary date and official stats fromlast lesson.CONSOLIDATEComplete questions 8 and 9 of the quickcheck questions and the exam questionon p. 225.Make notes/ mind map the information.Complete the activity in the green box onp. 224.DEMONSTRATEKEY WORDSDocumentsRWCM / SMSCR – textbookW – answersC – written answers/ discussionM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.HOME LEARNINGRead and make notes on the methodsin context section and complete theexam question.KEY RESOURCESNapier press AS textbookCollins AQA AS textbookEducation with research methods Other types of research
  • 30. SCHEME for LEARNING – LESSON OUTLINEWHAT students are doing (headline)By the end of the topic you will be able to evaluate other types of research and put them into the context ofresearching education.HOW students will show their learning (outcomes, differentiation (Bloom’s))ALL consider the practical, ethical and theoretical issues surrounding the use of different research types;MOST complete a mind map/ set of notes about different research types;SOME place different research types into the context of education.WHY students are doing this (objectives, big picture)ALL understand the uses that sociologists may make of case studies, longitudinal studies and casehistories;MOST evaluate the usefulness of each of these methods of research;SOME understand why sociologist may use a combination of methods in their research.CONNECTRead the chapter ‘Other types ofresearch’.ACTIVATERecap all research methods.CONSOLIDATEMake an information booklet about allthe different research methods we havestudied.Make notes and complete all theQuestions.DEMONSTRATEKEY WORDSLongitudinal TriangulationRWCM / SMSCR – textbookW – answersC – written answers/ discussionM – statisticsS – study of societyM – racism/ sexismS – religious schoolsC – different cultural approachesto Education.HOME LEARNINGRevise!!!KEY RESOURCESNapier press AS textbookCollins AQA AS textbook

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