1. Subject: Sociology Year: 12 Allocated time/No. of lessons: 10 weeks/50 lessons
Lesson Differentiated Success Differentiated activities which promote active independent learning AFL strategies / Links to Homework
No. Learning Criteria feedback & RWCM
Objectives dialogue
1 What is Sociology? E –Learners can Brainstorm – what do you think sociology is? What do sociologists do? – Students Self and peer
explain what write down individual ideas, then share as a group and decide on 2 things as a group assessment against
E - Explain what sociology is, using to share with the class – encourage students to give justifications as to why they use of key terms
sociology involves key terms Link to AS criteria
choose/discard certain ideas
using key terms for key terms
C – Learners can Watch youtube video http://www.youtube.com/watch?v=jI7NNJ0eym0 – students When marking
explain how make notes of key ideas/concepts of sociology as well as any Qs the video raises. notes pay attention
C – Explain what
sociology differs Compare notes with partner and with initial ideas of sociology/sociologists – how do to correct use of
sociology is using key
from other social they compare? terminology
terms, and give sciences Display journalist and psychologist on board with appropriate images– elicit what
differences between
each one does - how are they different? Assess understanding by displaying
sociology and other A – Learners can
statements – students to state which are true and false of sociologists – probe for
social sciences use key sociology
terms to suggest justification of their answers
questions Give students in small groups a question to explain how a journalist, sociologist and
A – Explain what
sociologists might psychologist might try to answer it. Feedback as a whole class and peer feedback.
sociology involves
ask Match up a variety of terms seen throughout the AS course – then write in notes an
using key terms, and
example for each. Feedback ideas as a class.
suggest areas of
Higher ability students should use this to suggest areas sociologists might be
interest to
interested in investigating and give appropriate questions they would ask.
sociologists
Summarise today’s learning by completing the stem sentence “Sociology is…” using a
maximum of 25 words. Complete in a small group, place on wall and students to
circulate all ideas – feeding back as a class on use of key concepts and terms.
2 What is society and Show orange advert - http://www.youtube.com/watch?v=fI_cRXoBaoY – what is this Ask 2 students from a
how does it shape E – Learners can suggesting? different year
me? give examples of List all the people we have contact with around us to elicit there is more than just ‘us’ group/form and 2
what makes up adults the following
in our lives
questions
E - Consider what society Stranded task(How to build a society – in unit 1 from GCSE booklet): New society –
makes up society use to elicit key structures and processes in a society. Did they all get same society – 1. What do you think is
C – Learners can discuss why/why not meant by ‘society’?
C – Describe the describe the What affects our understanding of how society really works?

2. interrelationship interrelationship What if… questions (what if men and women could both have babies… what if 2. What are the major
between these between them everyone got paid the same amount of money for all jobs… etc.) problems in society
List 10 things about own identity then compare answers and reasons for differences and what causes
A - Consider what A – Learners can these?
Brainstorm agencies that influence – then rank in order of most important and try to
agencies influence suggest what give explanations for choices (introduce term socialisation to come back to in detail 3. Would you be the
our identity agencies later on) same person as you
influence our are if you were born in
identity another time or
country? Why? Why
not?
3 Culture and http://www.youtube.com/watch?v=WcEfzHB08QE – students to note down key Ask 3 adults who
socialisation norms E – Learners can cultural differences. Compare with British – what does culture mean for society and in had most influence
etc say what primary what ways? Explain difference between primary and secondary socialisation – on them as they
and secondary students create lists of agents of secondary socialisation – e.g. family/ school etc. – grew up and why.
E – Distinguish socialisation are refer to last lesson to help them consider parts of society that socialise us. Take brief notes.
between primary and Display terms norms, values, social control – can students guess what these might
secondary C – Learners can be? Display definitions and match up correctly, students note down terms and
socialisation explain how meanings.
socialisation leads Complete sanctions and social control activity from:
C – Explain how to norms and
socialisation leads to values http://www.ngfl-cymru.org.uk/eng/vtc-sociology-part4_social_rules
norms and values Students could research or create a survey/questionnaire where people ‘learned’
A – Learners can norms and values from – carry put survey on someone in class – feedback findings as
A - Describe how describe how
a class - opportunity to discuss value and purpose of questionnaires as a tool for
culture shapes society culture shapes
society and research
and socialisation
socialisation Plenary: Q&A – give me 2 norms of British culture, difference between primary and
secondary socialisation etc – or create statements and students say whether they are
true/false with reasons.
4 What shapes people E –Learners can Ask students to make a list of things we inherit e.g. eye colour, height, etc.
in society? discuss nature Display key terms nature and nurture – elicit what these mean, which one explains
and nurture in the items they listed? Ask students which one our behaviour comes under –
E – Explain the nature relation to feral
encourage differences in opinion and ask for justifications.
nurture debate with children
Look at pairs of opposite behaviours: aggressive/calm, energetic/lazy etc – which one
reference to feral would students say they are? Where has this come from nature or nurture?
C – Learners can
children analyse other Read Bobo Doll case study – which side of the debate does this support?
agents of Read Oxana Malaya sheet – ensure understanding of term ‘feral children’ – students
C – Explain the nature socialisation that complete first part of questions based on short extract and own ideas Watch clip

3. nurture debate support the about Oxana http://www.youtube.com/watch?v=93HymGXC_wM and make notes
linking it to agents of nurture debate under relevant Qs/headings. Feedback as a class, what does this suggest about
socialisation human behaviour? Reiterate sociology studies groups and societies – how does
A – Learners can
studying individuals like this relate – refer back to term socialisation and probe for
A –Evaluate the use their analysis
to evaluate the higher ability students to link societies or groups affecting individual behaviour.
significance of Introduce the term agents of socialisation – discuss peer groups and their influence
importance of
different agents of agents of as a class, then ask students to list as many other agents as they can and how they
socialisation socialisation might impact socialisation – making sure higher ability us prior key sociology terms in
their responses.
Give each table of students a different agent of socialisation and they should prepare
a 1 minute speech on why it is the most influential. Each group should feedback
one positive comment and one for improvement about another’s speech content.
Consolidate learning by individual answers to exam question “Suggest two reasons
why sociologists reject nature theories of human behaviour (4)”
Self assess against marking criteria and allow time for improving their answer.

4. 5-6 What are theories in E – Learners can Images on board – students to report the first thing they see – encourage students to Suggest a topic
sociology? explain the challenge each other about what they perceive and use to elicit people view the same other than gang
perspectives in society in different ways – focus today is on those theoretical perspectives. culture that
E – Explain different sociology sociologists might be
Recap prior lesson key terms norms, values. Socialisation, culture etc – give students
theoretical interest in, and use
C – Learner can sheet to write down examples of each of these for society and gangs. Feedback as a at least two of the
perspectives in class, allowing opportunity for differences in opinion encouraging students to back up
use knowledge to theories to describe
sociology give similarities their choices. Explain we’ll return to this to consider how sociologists from different how sociologists
and differences perspectives might explain society and gangs. might explain the
C – Explain between issue.
Students read “Individual and society” pg 7 of textbook, write definition in own words
theoretical perspectives for structural view and social action view – and relate to individual experience by
perspectives and
completing activity box about education experience – encourage use of key terms
compare and contrast A – Learners can
suggest how Display terms consensus and conflict – elicit meanings from students and encourage
them
different higher students to suggest what these mean in terms of theories of society. Students
perspectives add definitions to notes. Explain the main theories fall into these four categories.
A – Using
would explain a Give students, in pairs or threes, the sociological theories sheet, and using notes on
understanding of
sociological issue consensus/conflict/structural/social action, place each theory in the grid – encourage
theoretical
students to back up their answers – peer assessment on placement of theories.
perspectives,
Refer to LOs – have we met them? How do we know?
consider how they
Students read more detailed theory information from powerpoint and check
would explain a
understanding through teacher questioning encouraging higher ability to consider
sociological issue
similarities/differences
Students return to ideas noted about gangs and choose one perspective to write
suggestions of how they might explain gang culture. Students to pair up with another
who chose a different perspective, share ideas and give feedback.
7 What is the family – E- Learners can Using a variety of images students should come up with a working definition for the Interview family or
family types explain word ‘family’ – choose one or two for discussion and encourage students to critique people from a wide
sociologically the giving reasons. age range and
E- Define the family difference Give traditional definition of family and household and ask students to give examples consider what
and the difference between a family of different households. reasons there might
between a family and and a household Introduce the 4 family types – ensure students’ understanding by asking them to be for changes in
a household choose a picture from the beginning that is an example of each type. family diversity –
C – Learners can Students complete survey of peers’ family types (they may wish to talk about a family make a list of ideas
C - Understand what explain how type of a friend if they feel uncomfortable talking about their own) to secure for next lesson.
is meant by social families are understanding of family types. Consider advantages/disadvantages of these family
construction of the socially types – what functions/roles do they give? Read “changing
family constructed Read Murdock’s universal family definition and view- do the families from peer survey patterns of divorce”
fit with this? Did students come up with similar functions in any of the family types if pg 57 and make

5. A – Evaluate A – Learners can so which? Do they think this definition/view is true for all families? bullet point notes on
Murdock’s view of give strengths and Give students information on Ashanti, Nayar and Israeli Kibbutz as cross cultural key changes.
the family being weaknesses of examples – students to read and make notes in relation to Murdock’s characteristics.
universal Murdock’s view Encourage higher ability to also consider contemporary examples in British society
that don’t fit this definition.
Refer specifically to contemporary examples images of homosexual couples, adoptive
families, and grandparents – do these ‘fit’ our definition and types? What does this
suggest about the family? Try to elicit a layman’s definition of ‘social construction’
from students then introduce this as the key term.
Values continuum “the family is a social construction” encourage students to justify
their stance and encourage difference in opinion – most will agree so challenge higher
ability by encouraging them to offer points from a disagree stance to deepen thinking.
Use this to answer exam style question “Identify 3 criticisms of Murdock’s view of the
family” (6)
Self assess against marking criteria and allow time for improving their answer.
8 Divorce E- Learners can Key figures/statistics/dates on the board – can students remember what they Based on today’s
describe changing referred to (from their homework notes) learning, answer the
E- Describe changing patterns and Look at graph on pg 57 and describe the trend in number of divorces; discover high following questions:
1)Suggest reasons why
patterns in divorce trends in divorce ability to begin to consider reasons for this.
the following groups
rates rates Divide class into small groups and give each an explanation for increase in divorce: 1)
might be more ‘at risk’
changes in the law, 2) declining stigma/social attitudes., 3)secularisation, 4)rising
of divorce than other
C- Explain the causes C- Learners can expectations of marriage, 5)changes in the position of women – each should read the
of increases in explain 2 or more relevant section from pages 58-59 of textbook and other resources available, and groups in the
divorce causes of create a poster summarising the information using no more than 25 words but as population:
increases in many illustrations/symbols as they wish. When finished, in ‘marketplace’ style – one * Teenage marriages
A - Evaluate the most divorce person acts as a ‘stallholder’ and stays with their poster to present it to ‘customers’ * Childless couples
influential factor in while the other group members circulate other ‘stalls’ to make notes on the other * Couples from
rising divorce rates A – Learners can explanations. Students can ask stallholder question so they are able to expand on the different social class or
link the changes brief writing/illustrations of the poster. Students back in original groups then feed religious backgrounds
to family diversity back to the ‘stallholder’ what they learnt so all students have completed notes sheets 2) Suggest reasons why
and make on all 5 reasons. women are more likely
judgements on Linking to family diversity – students to explain how this affects family structure and to apply for divorce
the reasons for types, using key family terms. than men
the changes Values continuum “secularisation is the main reason for an increase in divorce rates”
– students state where their opinion lies on this and explain why. Encourage
differences in opinions from students.
9 Marriage E- Learners can Starter: “marriage isn’t that important – it’s just a piece of paper” and “you should be
describe changing married before you have children” – class discussion on opinions of the statements.
E – Describe the patterns and Use http://www.ons.gov.uk/ons/rel/vsob1/marriages-in-england-and-wales--
changing patterns in trends in provisional-/2010/marriages-in-england-and-wales--2010.html students to research
marriage and marriage the following areas: number of marriage, marriage rates, age of marriage, and
partnerships describe using statistics what the patterns in these are.

6. C- Learners can In pairs, discuss the reasons for these – encourage higher ability to link to prior
C – Explain the explain 2 or more lessons to consider e.g. divorce rising as fear factor.
reasons for changing reasons for Make notes on reasons from pg 61 – consider British Social Attitudes survey findings –
patterns changing patterns can we say marriage is declining or is it just changing? – higher ability to make
judgements on biggest factor in marriage trends.
A – Understand how A – Learners can Look at remarriage stats here too - introduce and discuss reconstituted family and
these changes link the changes students to assess how the changing patterns impact family diversity
contribute to family to family diversity Referring back to family types – students to write an explanation of how the trends in
diversity and evaluate and make marriage could affect the prominence of family types.
reasons for the judgements on
changes the reasons for
the changes
10 Cohabitation E- Learners can Images on screen of couples not married but live together/have families – students to Create a
describe reasons guess what they all have in common questionnaire to find
E – Descibe the for cohabitation Read Ed Miliband article to focus on financial security of marriage – then look at out attitudes to
reasons for an increasing statistics on cohabitation - thinking back to what we’ve learnt – why might the cohabitation and
increase in financial security be less of an issue now? divorce. Interview a
cohabitation C- Learners can Watch short advert http://www.youtube.com/watch?v=yhPX3-sRtYk - comedy view range of people of
explain how of no sex before marriage – use to elicit from students prior view compared to different ages – can
C – Explain the cohabitation current on sex before marriage – therefore how has this influence numbers of people you spot any trends
relationship between relates to cohabiting? Encourage higher ability to generate another reason by referring to what in attitudes in
cohabitation and marriage other influences there were on divorce and marriage rates (looking for secularisation) relation to age?
marriage – ask them to explain how this impacts no. of people cohabiting
A – Learners can Group discussion” Cohabitation is becoming marriage by another name” – one half to
A – Evaluate the view make judgements argue yes – and marriage is an outdated institution, other half to argue no, it’s a
that cohabitation is a on whether phase that can’t and won’t replace marriage. Using pages 62-63 to make relevant
threat to marriage cohabitation is notes and formulate arguments. All to make notes on both sides – then split into two
the ‘new to prepare arguments and counterarguments and discuss the topic – encourage
marriage’ higher ability to link in concepts from prior lessons e.g. marriage rates and increase in
divorce to their arguments.
11 Child bearing and E – Learners can Youtube unwed mother film trailer from 1958 – would a film like that be viewed Complete Activity
childrearing describe changes similarly now? Why not? test from page 68
in childbearing Display range of images of famous lone parents – what links them all? and check/correct
E – Describe the statistics Give students table of statistics – can they explain the pattern in trends? Encourage any answers.
changes in higher ability to consider the reasons for these changes in light of prior lessons on
childbearing statistics C- Learners can marriage, cohabitation etc
explain the Students to consider a range of images and what this might refer to – class discussion
C- Explain the reasons reasons for to illustrate stigma decreasing (reinforce this by looking the graph on page 64 –
for changes and changes and minority of births were solely registered so does this challenge the stigma attitude) ,
relate these to an relate these to an women having more career options, availability of contraception and abortion
effect on family effect on family Students to refer back to remarriage statistics – what did these show? What type of
diversity diversity family does this create when lone parents marry?
Students to complete cloze sentences summarizing main findings of childbearing and

7. A – Analyse changes A – Learners can childrearing– they should illustrate these with supporting statistics
in relation to family weigh up the “Patterns in childbearing mean that the nuclear family is becoming lost” – students to
types and evaluate effect this has on state their opinion, using cloze sentences/statistics to justify.
the effect this has on the ‘traditional’
the ‘traditional’ nuclear family
nuclear family
12-13 Changing family “Examine the changes in the patterns of childbearing and childrearing in the UK since
patterns essay E – Learners can the 1970s” (24)
describe the PERC Pull apart the essay title – what key things must be included? Students to create a
E – Know the PERC structure for mind map of points to include
structure for exam exam essays Give students the sheet “Writing frame PERC” and introduce to the idea of P-Point, E-
essays Explain, R-Research, C- Critique.
C – Learners can Students to draft one or two points using this framework – peer assess the use of it.
C – Use PERC use PERC Distribute other literacy in sociology sheets: introductions, paragraphing and essays –
structure effectively structure to support writing.
for example essay effectively for Time students for each stage – 5 mins for intro – then compare with a partner and
question example essay give feedback. Time to improve intro.
question 19 mins to complete essay. Swap with partner, peer assess paragraphing, content.
A – Use PERC Allow time to improve answer.
structure for more A – Learners can N.B. Students to be given “self evaluation” sheet to complete on receipt of marked
than one set of points use PERC essay – and set targets for improvement based upon this
in example essay structure for
question more than one
set of points in
example essay
question
14-15 Functionalism E – Learners can Organic analogy – look at human body and students to explain the function major Complete
explain the body parts perform. Explain functionalists see society as the body and organise as key functionalism and
E – Explain the functionalist structures within it. Students to draw round a person and in groups given a body the family
functionalist perspective of the organ and decide on the metaphorical structure it represents and describe its homework sheet
perspective of the family functions and how it links to other ‘organs’ / ‘structures’
family Reminder – is functionalism is structural or action theory? Why?
C – Learners can Is functionalism a consensus or conflict theory? Why?
C – Explain the explain the Read functions of the family and Parsons’ functional fit theory pg 39 – discuss
functionalist functionalist whether primary socialisation could be provided by anyone other than the family?
perspective of the perspective using What family type would Parsons/functionalists see as ideal? Parsons might argue that
family using key key studies and a one-parent family cannot adequately perform these functions, do you agree?
studies and sociologists Begin to consider strengths and weaknesses of the theory – encourage students to
sociologists consider other family types and their prevalence when doing this.
A – Learners can
A – Evaluate the give strengths and
usefulness of the weakness of the
functionalist functionalist

8. perspective of the perspective
family
16-17 Marxism E – Learners can Marxist ideology – go through theoretical perspective as a class ensuring
explain the understanding of key terms capitalism, bourgeoisie, proletariat.
E – Explain the marxist How might Marxism view the family in light of what we know?
Marxist perspective perspective of the Students in small groups read/research the work of Marx, Engels and Zaretsky and
of the family family present to class. – higher ability students to be encouraged to draw any comparisons
with functionalism
C – Explain the C – Learners can Begin to consider strengths and weaknesses of the theory – encourage students to
Marxist perspective explain the consider other family types and their prevalence when doing this.
of the family using marxist Plenary: test knowledge and understanding with the interactive quiz
key studies and perspective using http://www.educationforum.co.uk/sociology_2/marxfams.htm
sociologists key studies and
sociologists
A – Evaluate the
usefulness of the A – Learners can
Marxist perspective give strengths and
of the family weakness of the
marxist
perspective
18-19 Feminisms E – Learners can Starter – display contrasting images of women – housewife/career on board – how do
explain the these differ in their portrayal of women? Class discussion in response – class to
E – Explain the feminist consider what changes to role of women and in what ways women have gained more
different feminist perspectives of equality over last 40 years, prompting onto eliciting feminism.
perspective of the the family What can students remember about feminism – structural/action?
family Consenus/conflict?
C – Learners can Explain we’ll look at feminisms – as there are several types. Discuss powerpoint of the
C – Explain the explain the 4 types – encourage students to give possible examples for point mentioned and
feminist perspectives feminist draw upon links to other views.
of the family using perspectives Students to complete in table or notes form a summary of each stance in terms of a)
key studies and using key studies what is seen as the main cause of oppression and b) what needs to happen in order to
sociologists and sociologists remove this oppression – ensure students refer to Ansley, Greer and Somerville
Encourage higher ability to extend this to include a section on which other feminism
A – Evaluate the A – Learners can would criticise them – e.g. liberal criticise radical because women have had
usefulness of the give strengths and improvements in job prospects etc
feminist perspectives weakness of the
of the family feminist
perspectives
20 The New Right E- Learners can http://www.dailymail.co.uk/news/article-2054608/Absent-fathers-fuelling-drug- * Use the internet to
explain the key addiction-anti-social-behaviour-crime-young-people-says-charity-report.html article research one parent
E- Explain the key ideas of the NR for discussion point – encourage students to respond from a range of viewpoints, as families.
ideas of the NR perspective well as their own www.gingerbread.or
perspective Read pages 71-72 and summarise main points of NR perspective including what family g.uk

9. C- Learners can structure they support, and major similarities and differences with other www.opfs.org.uk
C- Relate ideas of the explain the perspectives. www.oneparentfami
NR perspective to similarities of NR Pay particular focus to Murray and the notion of lone parents as an ‘underclass’ and lies.org.uk
functionalism and functionalism the ‘perverse incentives’ of the welfare state - consider views of single parents, www.spsw.ox.ac.uk
children form lone parent families – what might they say in contrast? write a report to
A – Apply NR A – Learners can Critique the New Right perspective – higher ability to pay particular focus on highlight the nature
perspective to suggest NR views referencing criticisms from other perspectives and extent of one
changing family on changing Plenary – unscramble anagrams relevant to today’s lesson – and explain the point parent families,
patterns family patterns associated with each one including theoretical
perspectives
21 Knowledge and Students to complete venn diagram to compare and contrast 3 perspectives
understanding of all E – Learners can Match statements/pictures to the right perspective, e.g. it has an important
perspectives describe key reproductive role to ensure consolidation
beliefs of 4 In small groups – each picks a sociologists name from a theory at random for ‘Hot
E – Outline key beliefs perspectives seat a sociologist’ – they must act as this sociologist while the rest of the group ask
of 4 perspectives questions and they answer from that perspective. Swap so each member has been in
C – Learners can the ‘hot seat’
C – Compare and compare and
contrast the 4 contrast the 4 Give students “sell it scrap it” task – students receive a role of one perspective on
p[perspectives p[perspectives families and have to prepare a sales pitch to “sell” or “scrap” a particular
perspective’s ideas about the family. Once points are prepared, students can present
A – Evaluate the A – Learners can their pitches. Teacher feedback and peers to make notes and feedback at the end.
usefulness of the 4 make judgements Plenary – exit cards what did students already remember and use in today’s lesson,
perspectives on the usefulness what did students learn today, any questions students have about the perspectives.
of the 4
perspectives
22-23 Essay writing Range of example exam essay questions on the board – students to pick out key
E – Learners can wording in all
E – Know the PERC describe the PERC Give sample essay they will do “Assess the contribution of functionalism to our
structure for exam structure for understanding of families and households” – break the question down
essays exam essays Students to create a mind map of possible things to include
Revisit “Writing frame PERC” and introduce to the idea of P-Point, E-Explain, R-
C – Use PERC C – Learners can Research, C- Critique.
structure effectively use PERC Students to draft one or two points using this framework – peer assess the use of it.
for example essay structure Revisit targets from first essay – students to set these as targets to work on in this
question effectively for second essay practice. Students to use literacy in sociology support sheets whilst
example essay writing the essay – timed – 24 minutes.
A – Use PERC question N.B. Students to be given “self evaluation” sheet to complete on receipt of marked
structure for more essay – and set targets for improvement based upon this
than one set of points A – Learners can
in example essay use PERC

10. question structure for
more than one
set of points in
example essay
question
24 Life course and E- Learners can Define life course Ask a grandparent or
family diversity say what is meant Students to create a line with 'Youth' at one end and 'OAP' at the other, then add older relative about
by life course and other ages (roughly) and decisions which might be made at that age. Should generate their life course – try
E- Know what is describe how this up with a nice list some of which were spread out over a longer period (e.g.
to write down what
meant by life course influences family 'marriage') and some of which were a bit more specific. Ask students to think about
and describe how this diversity (And write in a different colour) what the consequences on househould/family would kind of family
influences family be for each, so e.g. divorce might lead to single person household, or lone parent he/she was living in
diversity C – Learner can family, etc. what would those lead to... and so on. at different times.
link the Compare with an example life course of someone from an older generation –
C – Understand Rapoport’s discussion to illustrate reasons why life their life course may be similar to that of their
Rapoports’ 5 types of diversity types to parents/grandparents, then also highlight reasons for similarities (drawing out some
diversity and link this the life course of Rapoports’ diversity)
to the life course Read Rapoports’ 5 types – can we exemplify each one of these in our example life
A – Learners can courses?
A – Evaluate whether judge whether Consider sociological perspectives to this – summarise findings of Beck, Stacey,
diversity is more diversity is more Chester, Morgan and Weeks
influential than the influential than Consider quote “Quite frankly, I don’t think that mothers have the same right to go
traditional family the traditional out to work as fathers do.” – take role of one of the sociologists and give their view,
view family view with justifications.
25 Social Policy – cross What is social policy? – elicit from students breaking down the terms using own You are in charge of
cultural E – Learners can knowledge. Read article http://news.bbc.co.uk/1/hi/uk_politics/8463907.stm as an England what
explain cross example of a policy policies would you
E – Explain cross cultural examples Explain using cross cultural examples to look at the relationship between them and create?
cultural examples of of family policy family life.
family policy Read page 81 - China’s one child policy – discuss purpose, advantages/disadvantages,
C – Learners can does it seem to favour one family ‘type’
C – Explain the effects explain the Watch http://www.youtube.com/watch?v=ildS6JI2AlM and note what effect this has
of policy from cross effects of policy had?
cultural examples from cross Read Nazi family policy and Russia’s abolishing the family – pg 81, summarise key
cultural examples points on their implementation and effects. Higher ability students should
A – Assess the extent additionally concentrate on what each perspective might say about these policies
of the relationship A – Learners can Plenary: Complete stem sentence: Social policy effects the family…
between families and suggest the
social policy extent of the
relationship
between families
and social policy

11. 26-27 Social Policy –pre and E – Learners can Homework from last lesson – what policies did students come up with? How would
post 1970s identify a range of they implement them? Would the effects be positive?
policies that Explain policy can affect families directly or indirectly – suggestions from students
E – Know a range of which ones have a direct/indirect impact – list some relevant policies if students
affect family life
policies that affect struggle to come up with them on their own
family life In pairs/small groups students to research into 2 social policies in place in the UK: •
C – Learners can •Divorce • marriage • maternity/paternity leave • welfare • domestic
explain how violence • children act •working families tax credit • child support agency
C – Explain how
policies effect • council housing policy • adoption
policies effect family
family life
life
They should make a note of the year the policy was implemented, what their purpose
A – Learners can is, what the impact was/is, whether it has been successful or not.
A – Assess the suggest the Once information is collated. form new groups so that each new group has a member
advantages and advantages and covering all 10 policies and share knowledge - complete mindmap of policy
disadvantages of disadvantages of summaries
policies policies Higher ability should be encouraged to consider whether certain family types are
promoted in these policies and how the sociological perspectives might view them.
Plenary – 5,4,3,2,1, - 5 policies affecting the family, 4 policies directly affecting family,
3 policies indirectly affecting, 2 positive effects on family, 1 negative effect on family
28 Perspectives on E – Learners can Watch video clip - http://www.youtube.com/watch?v=Md_OZ7JSmFM – recaps
social policy identify ways in sociological perspectives on the family – students to focus on what the video says
which policies about perspectives’ attitudes to social policy
E - Know some of the Use pages 82-86 to summarise each perspective’s views on social policy – discussion
may affect
ways in which policies point on Foucault’s surveillance idea leading to Donzelot’s view of policy as policing
families families.
may affect families
Incorporate current political policy positions – read manifestos from powerpoint and
B – Learners can consider the extent that these manifesto statements support a) the traditional
C - Understand the nuclear family and b) family diversity?
describe the
sociological Divide students into small groups – each is allocated the role of a supporter of a
sociological
perspectives on social different perspective to debate the effects of policies on family life and whether these
perspectives on
policy are desirable or not. Carry out debate.
social policy
Create a mind map of sociological perspectives and social policy – ensuring students
A - Analyse these give examples of a)their sociological position, b) policies that support their
A – Learners can position/they’d approve of, c) policies that can be used to challenge their view
perspectives and
make judgements Plenary –what can social policy tell us about the nature of the family? Individual
evaluate their answers to question.
on perspectives’
usefulness in
usefulness in
understanding the
understanding
relationship between
the relationship
families and social
between families

12. policy and social policy
29-30 Gender roles – DDOL Traditional gender roles – read extract from the 1950s Good Housewife Guide – does Using
E – Learners can this apply in modern times? www.ons.gov.uk
E – Explain traditional explain traditional Explain Parsons’ and Bott’s roles – how true are these in students’ families? stduents to find out
and contemporary and Answer Qs: 1) Identify and explain two sociological perspectives that would support any patterns or
gender roles in contemporary the views in the pre-1970s and 2) Identify and explain a sociological perspective that statistics for
division of labour gender roles in would be critical of this view from the pre-1970s. employment and
division of labour Do you think that this old view is still evident in our society today? gender
C – Analyse how roles Show Manny from Friends clip – comic look at ‘shock’ of male nanny – are we more
have changed over C – Learners can accepting now and are gender roles more interchangeable?
time suggest how roles How they’ve changed over time – Read Wilmott and Young’s symmetrical family
have changed pg19, march of progress. – use table on pg 7 of DDOL booklet to discuss if this
A – Explain F and NRs over time supports the idea of symmetry? Encourage higher ability to highlight domestic chores
perspective on roles part – symmetry in time as a whole but housework different
with domestic labour A – Learners can Complete exercise 4 on students’ own household – score and compare results
explain F and NRs What social changes have taken place for this to happen? - geographical mobility
perspective on (link to extended family not necessarily as close etc), woman careers now, technology
roles with e.g. washing machines/tumbles dryers, higher standards of living.
domestic labour Complete exercise 5 – own opinion on whether there is more symmetry. Extend
answer for those able to, to incorporate functionalist and New Right’s ideas.
31 The impact of paid E – Learners can Consider statistic/trends form homework - Conduct survey on
work & Feminism explain trends in Also consider earnings – more earned more help can pay for; more man earns, less decision making in
employment and women has to – does housework? the home
E – Explain trends in gender Recap different feminist perspectives by completing matching exercise on page 5 of
employment and DDOL booklet,
gender C – Learners can Read pages 1-2 of booklet; What were the main findings from Oakley’s study? What
explain how do the graphs suggest about the division even when both man and woman work?
C – Explain how employment Read Edgell’s study of couples and important decision and summarise his findings.
employment influences the Look at the survey on pg 10 that replicates Edgell’s – complete individually, compare
influences the division of labour results with a partner and compare with Edgell’s findings.
division of labour Read pages 20-23and define “commercialisation of housework” “dual burden” and
A – Learners can “triple shift.”
A – Analyse the analyse the Consider research into lesbian couples – how does this support the feminist idea?
feminist perspective feminist Answer the question “Explain why feminists reject the notion of a symmetrical family”
on gender inequality perspective on
with division of gender inequality
labour with division of
labour
32-33 Decision E – Learners can Read Decision Making and Power in Households on page 9 of DDOL booklet followed
making/power describe power by completing exercise 9, then compare findings with a partner, What does this

13. within households relationships suggest about the power in families?
between couples Students should be encouraged to design their own survey although ideally these
E – Describe power should not replicate stereotypical surveys of the past (ie who cleans the toilet?) but
relationships C – Learners can examine the taken-for-granted dimension of family life, i.e. who takes prime
between couples suggest changes responsibility for realising children need new shoes, clothes etc, who prepares or buys
in power over stuff for the children’s harvest festival, who is responsible for making sure the child
C – Analyse changes time, with goes to school with appropriate sports/swimming gear, who knows what the
in power over time, reasons for it children’s likes and dislikes are etc
with reasons for it Watch http://www.youtube.com/watch?v=LS37SNYjg8w “women: know your limits”
A – Learners can Harry Enfiled comedy sketch – who perceives things still this way? read Page 24 and
A – Evaluate make judgements consider the extent and differing reasons for inequality in power.
sociological view on on sociological Use knowledge from previous and today’s lesson to prepare for debate: new man fact
couple’s roles in views of couple’s vs. fiction, class split in half and come up with points using statistics and sociological
relationships roles in arguments.
relationships
34-35 Unequal power – E – Learners can Brainstorm – what do students think is meant by the term “the dark side of the Use websites/other
dark side of the describe statistics family” available sources to
family of domestic Student research task – to investigate the extent of domestic violence, child find information to
violence and abuse and marital rape resulting in a presentation. contribute to class
E – Describe statistics other abuse www.homeoffice.gov.uk/crime-vicitims/reducingcrime/ presentation
of domestic violence
domestic-violence/
and other abuse C – Learners can
www.womensaid.org.uk
suggest problems
C – Assess the with studying www.atss.org.uk
problems with domestic violence Students to prepare documents on their topic outlining statistics, problems with
studying domestic these statistics, causes of the issue
violence A – Learners can Present findings to the rest of group, including a notes handout.
explain, from As a class – discuss the feminist perspectives’ view on causes. Opinions from class –
A - Explain, from sociological how can we critique this? Show http://www.youtube.com/watch?v=tFgtIIYdP3I –
sociological perspectives, the discuss to elicit the idea that feminists dominating the research lead to violence
perspectives, the causes/reasons of against men being ignored
causes/reasons of domestic violence Use the findings to contribute to discussion entitled ‘The idea that the family should
domestic violence be a place of privacy only serves to cause and hide severe social problems’.
36-37 Social construction of E – Learners can Child soldier image on the board – students to consider questions they’d ask about
Childhood explain why this image – use to formulate a discussion on ‘childhood’. watch video clip of child
childhood is a soldier - http://www.youtube.com/watch?v=PPWIiZ29KVI&feature=related and read
E – Explain why social http://www.dailymail.co.uk/health/article-385968/Girl-11-Britains-youngest-
childhood is a social construction mother.html - 11 year old girl, Britain’s youngest mother – analyse sociologically –
construction why are we shocked by stories like this? Explain examples from other countries where
C – Learners can children marry/have children a a young age, what does this tell us about our notion
C – Describe describe on ‘childhood’?
childhood from childhood from Create a table and fill in what you would expect of people of different ages: 1, 13, 18,

14. different times and different times 40, 70. Write what would be typical behaviour, dress, activities, where would they be
cultures and cultures allowed to go etc.
Consider the question “if childhood is a recent social construction where has it come
A – Analyse reasons A – Learners can from?” – students to brainstorm ideas, then read through powerpoint about
for changes in our suggest reasons industrialisation and 20th century changes
construction of for changes in our
childhood construction of
childhood
38 Has position of E – Learners can Think of words we associate with the word “childhood”
children improved describe positive Make a list of all of the activities the law prevents children from engaging in.
and conflict view Find out the age limits for each of these?
E – Describe positive of childhood Use to illustrate laws etc – social policy and the effect this has. What impact do these
and conflict view of today laws have on the way society see children?
childhood today Look at a range of images – e.g. child’s clothing, technology, what might these suggest
C – Learners can about the position of children today?
C – Analyse the analyse the Has childhood improved? Encourage use of laws/current ideals to support point of
different views of different views of view
children’s position children’s Watch http://www.youtube.com/watch?v=P9njhcQUlXc on child abuse – reflect on
today position today prior lesson and the prevalence of child abuse.
What are functionalists likely to say? And Marxists?
A – Evaluate the A – Learners can Draw up a two- column table with a title ‘Has the position of children improved?’
different views of make judgements Head one column up ‘YES’ and the other ‘NO’. In each column, list evidence and
children’s position on the different arguments in support of that view. Then write a brief conclusion saying whether on
today views of balance you think the position of children has improved, giving your reasons.
children’s
position today
39-40 The future of E – Learners can Watch http://www.youtube.com/watch?v=55476dCgSsw – while students watch,
childhood describe the consider what the future will be for children?
varying Read Postman’s theory of disappearing childhood – refer back and expand on last
E – Describe the suggestions of the lesson’s aspects of modern Western world- clothing, music, games, access to tv
varying suggestions of future of internet etc,
the future of childhood Critique - Globalisation – humanitarian projects etc as evidence for continuation of a
childhood separate culture of childhood
C – Learners can Can any other factors be said to play a part? E.g. family role models and socialisation,
C – Explain the explain the class, etc. Class discussion: how does your experience of childhood differ according
varying views of the varying views of to: (a) social class – think about how Prince William’s childhood
future of childhood the future of differed from yours or how a child living in a poverty-stricken home might experience
using evidence form childhood using a qualitatively different upbringing compared with yours etc. (b) gender – think about
sociologists work evidence form differences in socialisation and social control, domestic responsibilities etc (c)
sociologists work ethnicity – think about arranged marriages, religion, influence of parental
A – Evaluate the and popular culture etc.
different views about A – Learners can Question to pose to class – Is childhood becoming reconstructed? Encourage all
the future of evaluate the students to respond with evidence for their view including a sociological perspective

15. childhood different views Read sample answers to a selection questions on childhood – using the markscheme
about the future mark and try to pick out good and bad points of answers. Feedback as a class,
of childhood encourage different views as long as these are backed up with evidence from sample
answer and markscheme
41-42 Trends & reasons for E – Learners can Research and presentation project. Students split into groups and each given an area
incl cultural identify of change to focus on: ● birth rates (and fertility rates), ● death rates, ● family size.
comparisons – population trends Each to research and find out the trend since 1900, reasons for it, and compare it to
changes in birth rates since 1900 other cultures.
Once information is collated, students to produce a mini-lesson to teach what they’ve
E – Identify C – Learners can found to the rest of the class.
population trends suggest reasons Students each teach their area, ensuring they have incorporated allowance for
since 1900 for the changes written notes so all students have copies of the demographic trends for all three
areas of change.
C – Assess reasons for A – Learners can Students to work as a whole to consider consequences for the demographic trends –
the changes evaluate reasons higher ability to consider how sociological perspectives would view these.
for change and
A – Evaluate reasons consider
for change and consequences of
consider them
consequences of
them
43-44 Revision/exam Revise for
preparation assessment
45 Assessment Students complete exam paper from specimen assessment materials
46 Self evaluation and
target setting