GCSE Sociology. Scheme of Work. Unit 1 Studying Society; Education; Families

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1 GCSE Sociology Scheme of Work Unit 1 Studying Society; Education; Families

2 SCHEME OF WORK UNIT 1 YEAR 1 (FULL COURSE) or SHORT COURSE This is one possible approach to producing a Scheme of Work for Unit 1: it is intended to offer a sample framework with suggestions for possible learning activities and assessments. UNIT 1: STUDYING SOCIETY What is Sociology? To describe the sociological approach. To contrast the sociological approach with biological, journalistic and psychological approaches. To consider the potential impact of sociological research on social policy. To briefly describe different sociological approaches and how these relate to research. POSSIBLE LEARNING ACTIVITIES AND ASSESSMENTS: Group activity: See page 9 of the AQA / Nelson Thornes (NT) textbook. How would the students lives differ if they were born 100 years ago/in a different country today? Pair activity: Note down four norms that apply when (a) getting on a bus; (b) at a party; (c) in a doctor s surgery; and (d) in a classroom. Interview a parent/guardian about their roles and any role conflict they might experience in their lives. Visit websites detailing examples of feral children. What do these examples illustrate about the nature/nurture debate? Compile a glossary of key terms studied so far. Use these as a basis for a test. This can be peer marked to enable a discussion of exam requirements. Complete Activity 2 on page 13 of the NT textbook on consensus and conflict theories. klm Copyright 2009 AQA and its licensors. All rights reserved. 1

3 Social structures, processes and issues. To describe some of the key features of the social structure of modern Britain. To examine how individuals are socialised into a society s culture what is primary and secondary socialisation? To discuss the dynamic nature of culture and cultural diversity/subcultures. To describe aspects of gender socialisation. To describe the formal and informal agencies of social control - how are individuals controlled in society? POSSIBLE LEARNING ACTIVITIES AND ASSESSMENTS: Complete Activities 1, 2, 3 & 4 on pages 16 and 17 of the NT textbook on social class. Group discussion: Is Britain a classless society? Show a DVD to illustrate the inequalities in contemporary Britain, for example Rich Kid/Poor Kid (Channel 4). Poster activity: spider diagrams - What other social structures affect our lives? Pair activity: Note down four examples of behaviours and attitudes that you have learnt from your parents. What about other family members/significant others? Group activity: How do we learn norms and values: (a) at school; (b) from peers; (c) via the media; and (d) in the workplace? Research task: Examine the advertising of toys. For example, visit toy retailers websites or view television adverts for examples of gender stereotyping from the 1970s compared to today. Watch an episode of a programme that examines gender roles in different societies, for example Tribal Wives (BBC). Complete Activity 4 on page 23 of the NT textbook on informal social control. 2 Copyright 2009 AQA and its licensors. All rights reserved. klm

4 Sources and consequences of inequality, power and authority To define status, power and authority. To briefly examine gender, social class, ethnicity and age as sources of power and inequality. To define social issues. To examine poverty and fear of crime as examples of social issues. To consider the role of sociological research for informing discussions of social issues. POSSIBLE LEARNING ACTIVITIES AND ASSESSMENTS: Pair activity: Thinking Sociologically. Review data on ethnic composition of UK population, GCSE results and employment rates by ethnicity. Present summary findings. Complete Activity 4 on page 27 of the NT textbook on the media representations of crime and anti-social behaviour. Complete the Check Your Understanding questions on page 27 of the NT textbook on the discussion of social issues. Glossary test as end of topic assessment. klm Copyright 2009 AQA and its licensors. All rights reserved. 3

5 UNIT 1: FAMILIES The diverse forms of the family in Britain today To define family and households. To examine the different types of families that exist in Britain today. To consider life cycle diversity. To consider debates concerning the traditional nuclear family. POSSIBLE LEARNING ACTIVITIES AND ASSESSMENTS: Students to compile their own family trees and identify different family types and relationships across three generations. Homework activity: Students to watch a soap opera and note down media representations of the family. Complete Activity 4 on page 77 of the NT textbook on media representations of families. Discuss the family in contemporary Britain using stimulus material. For example, watch a fly-on-the-wall documentary, eg The Family (Channel 4). Research task: Class to design a questionnaire to examine family structures in local area. Each student to sample 10 students. Whole class feedback: introduction to quantifying data, problems with surveys, comparison of primary and secondary data. Students to examine their own life cycle diversity. Complete the Check Your Understanding questions on page 73 of the NT textbook on types of families. Complete the Check Your Understanding questions on page 77 of the NT textbook on nuclear families. Assessment: Extended writing: Discuss how far sociologists would agree that it is realistic to talk of a typical British family today. (12 marks) 4 Copyright 2009 AQA and its licensors. All rights reserved. klm

6 Different views of the family To describe and explain the role of the family. What is the family for? To briefly contrast different views of the family. How do functionalists differ to feminists? POSSIBLE LEARNING ACTIVITIES AND ASSESSMENTS: Poster activity: Summarise either the positive view or the negative view of the family. Changes in the patterns of fertility and expectations of life. Marriage, cohabitation and divorce To describe and explain changes in the patterns of fertility. How are these significant for individuals, family and society? To describe and explain changes in life expectation. How are these significant for individuals, family and society? To describe and explain the changing patterns of marriage, cohabitation and divorce in Britain. To recognise different types of marriage seen in different societies. To examine the consequences of an increased divorce rate. Group presentations using PowerPoint and handouts: Students to review secondary sources, summarise and present trends in birth rates, infant mortality rates, total fertility rates, death rates and life expectancy. Students should consider the impact of these trends on family structures. Pair activity: Complete a table on the advantages and disadvantages of arranged marriages. Complete Activities 1 & 2 on page 79 of the NT textbook on patterns of marriage. Complete the Check Your Understanding questions on page 81 of the NT textbook on marriage and divorce. klm Copyright 2009 AQA and its licensors. All rights reserved. 5

7 Roles and authority relationships in the family Issues and the family To describe and explain changing gender roles within the family. Are men and women equal? How are working patterns affecting conjugal roles? To describe and explain patterns in parenting and childcare. To describe and explain the role of grandparents in the family. To consider the relationship between research and matters of controversy and debate. To argue that the family is constantly adapting to keep pace with changes in society. POSSIBLE LEARNING ACTIVITIES AND ASSESSMENTS: Complete Activity 1 on page 83 of the NT textbook on fatherhood. Discuss gender roles in the media by examining advertising for household products or cars (eg YouTube website). Individual research task: Using the table on page 83 of the NT textbook, students to keep a tally of who does what in their household. They then interview the adults in their family about why tasks are distributed as they are and how they feel about the division of labour. Students to produce a written report that summarises their findings, overall conclusions, and any problems they experienced completing their research. Complete the Check Your Understanding questions on page 85 of the NT textbook on conjugal roles. Class debate: A separate underclass or just disadvantaged families? Watch a documentary programme about a contemporary issue to encourage discussion, eg Teen Mum High (BBC). End of topic peer assessed glossary test. Complete the sample exam questions on pages 93 and 94 of the NT textbook. 6 Copyright 2009 AQA and its licensors. All rights reserved. klm

8 UNIT 1: STUDYING SOCIETY The research process Primary and secondary sources of data Ethical issues To describe the research process. How do sociologists conduct research? To define and examine reliability, validity, representativeness. To define primary and secondary sources of data. To examine how secondary sources are constructed. To consider the value and limitations of official statistics and opinion polls. To outline the BSS ethical guidelines. To consider ethical issues that might arise in research. POSSIBLE LEARNING ACTIVITIES AND ASSESSMENTS: Complete Activity 2 on page 28 of the NT textbook on quantitative data. Complete Activities 2 and 3 on page 29 of the NT textbook on quantitative data. Students to use the internet to find secondary sources of data on schools, crime statistics and opinion polls. Pair activity: Students to present an interpretation and evaluation of their statistics to the class. Group presentations: Students given research topic and asked to consider and then present the potential ethical issues that may arise. klm Copyright 2009 AQA and its licensors. All rights reserved. 7

9 Sampling techniques The social survey Qualitative research Observation To examine a range of sampling techniques and consider the value and limitations of each. To examine the value and limitations of questionnaires and structured interviews. To consider the value and limitations of longitudinal studies. To examine the value and limitations of qualitative research, for example unstructured interviews. To describe the use of direct observation, participant observation and non-participant observation. To consider the value and limitations of these methods. POSSIBLE LEARNING ACTIVITIES AND ASSESSMENTS: Group activity: Students to illustrate a sampling technique to the rest of the class through practical demonstration, eg place names in an envelope, pick one who wins a reward or does a forfeit, etc. Complete Activity 5 on page 31 of the NT textbook on sampling. Class to engage in De Bono s Thinking Hats activity. Show an example of a longitudinal study to stimulate discussion. For example, watch an episode of Child of Our Time (BBC) or 7-49 Up (Channel 4). Complete Activity 6 and the Check Your Understanding questions on page 33 of the NT textbook on ethics. Pair activity: Students to design, carry out and evaluate interviews with teachers and other staff about their experiences of education. Pair activity: Students to design an observation schedule for a lesson to consider an issue, eg gender differences. If possible they should carry this out and evaluate their method. Complete Activities 2 & 3 on page 36 of the NT textbook on participant observation. Complete the Check Your Understanding questions on page 37 of the NT textbook on research. Peer assessed glossary test. Complete sample exam questions at the end of Chapter 1 of the NT textbook. 8 Copyright 2009 AQA and its licensors. All rights reserved. klm

10 UNIT 1: EDUCATION The functions of schools Schools and the processes within What are schools for? To consider views on secondary socialisation, encouraging Britishness and social cohesion, serving the needs of the economy, facilitating social mobility and social control. Alternative forms of educational provision - eg home schooling. To define educational success. To examine different types of schools. To describe and examine the hidden curriculum. To describe and examine the processes of labelling, setting, and the development of subcultures. POSSIBLE LEARNING ACTIVITIES AND ASSESSMENTS: Starter activity: Discussion in small groups of what schools are for. What is the link between schools and the family? What is the link between schools and the economy? Complete the Group Activities 1, 2 & 3 on page 43 of the NT textbook on the functions of schools. Poster activity: Summary of what are schools for? Class discussion: Benefits of home schooling. Visit websites of different types of school, eg Summerhill. Carry out an internet search: Types of schools in local area/local league tables. Watch a programme about the issue of admissions to schools etc, eg Admission Impossible (Channel 4). Complete the activities on page 47 of the NT textbook on faith schools, independent schools and special schools. Class Debate: Discuss the merits of different types of schools, eg faith schools, private schools, selective education. Complete the Check Your Understanding questions on page 47 of the NT textbook on education. Role plays to illustrate different elements of the hidden curriculum. Complete the activities on page 51 of the NT textbook on the hidden curriculum. klm Copyright 2009 AQA and its licensors. All rights reserved. 9

11 Education as a political issue To examine key policies and how they have shaped the education system. Why were they introduced? What impact have they had? To consider what research shows us about education in Britain today. POSSIBLE LEARNING ACTIVITIES AND ASSESSMENTS: Class discussion to design an interview for adults (eg grandparents) about their experiences of schooling, focusing on whether they sat 11+, types of schools, access to qualifications, gender differences, forms of punishment. Students to conduct one interview then present a summary to the class. Students to sit 11+ type assessment to inform discussion on intelligence testing. Group task: Evaluating the 1988 Education Reform Act. Students put into groups of stakeholders (head teachers, teachers, middleclass parents, working-class parents, business leaders, the government), then asked to present a summary of their reactions to the features of the Act and whether they are winners or losers. Summary posters of key policies: details, whether they have achieved key aims? Who are the winners and losers? Research task 1997 onwards: Students to use a range of textbooks/internet to find out details of policies and the impact of these policies to date. Who are the winners and losers? Exam technique: set a 5 mark question; Describe one way in which recent governments have attempted to raise standards in schools and explain how successful the policy has been. Students to attempt an answer and then use mark scheme to mark their own answer. Complete Activity 2 and the Check Your Understanding questions on page 61 of the NT textbook on education policies. Complete the Check Your Understanding questions on pages 63 and 65 of the NT textbook on education and research. 10 Copyright 2009 AQA and its licensors. All rights reserved. klm

12 Why do some students do better then others? To define differential educational achievement. To examine the patterns by gender, ethnicity and social class. To explain the patterns by examining the impact of the home, school and government policies and how they are related. POSSIBLE LEARNING ACTIVITIES AND ASSESSMENTS: Pair activity: Analyse own school data and national data in order to examine patterns of achievement. Engage in active research tasks including: ο Interview teachers concerning attitudes and behaviour of girls and boys. ο Questionnaires to students concerning home factors, for example material and cultural capital. ο Group interviews with girls and boys, focusing on different explanations of gender differences. Then to present findings to class. ο Non-Participant Observation of student subcultures in the canteen/playground. Complete Activity 3 on page 54 of the NT textbook on gender and education. Complete Activity 4 on page 56 of the NT textbook on ethnicity and education. Complete the Check Your Understanding questions on page 57 of the NT textbook on differential educational achievement. Summary posters using same colours for inside/outside factors across gender, class and ethnicity posters in order to emphasise the linking of factors. Use these to plan extended answers (see page 68 of the NT textbook for examples). End of topic glossary test. Complete the sample exam questions on pages 66 to 68 of the NT textbook on education. klm Copyright 2009 AQA and its licensors. All rights reserved. 11

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