Identify and explain changes in patterns of marriage Analyse and evaluate changing attitudes towards marriage and cohabitation ‘Do Now’: vote for most accurate statement on marriage rates / data questions Starter: why do people marry? List as many reasons as you can think of. Extension / challenge: categorise reasons, e.g. religious, economic… AfL: group prioritisation task Main 1: / small groups - for each reason, explain how attitudes have changed and what effect this may have had on marriage rates (positive or negative) Extension/Challenge: Activity 18 p.86 AfL: each reports back on one reason Main 2: make notes on cohabitation from p.87-8, summarise in 5 bullet points then complete table of adv/disadv Extension/Challenge: how far are the reasons for changes in marriage and cohabitation rates the same? AfL: mixed pair peer review of notes / table Main 3: complete source exercise in handout Extension/Challenge: consider data reliability using information on handout AfL: differentiated Q&A Plenary: Exam skills: suggest two reasons why has been an increase in cohabitation (Item 2A). (4 marks) (June 2010) Use bullet points with 2 separate reasons. AfL: self-assessment Some less able pupils: Outline basic pattern, suggest at least 3 reasons for changing patterns (Level1) Most pupils: Analyse patterns, suggest reasons for changing patterns and offer simple evaluation of attitudes with some evidence (Level2) Some more able pupils: Analyse patterns and evaluate changing attitudes appropriate sociological evidence (Level3) Homework: find 3 contrasting examples of contemporary presentations of marriage, e.g. articles / television programmes – positive, negative, alternative Resources: Cover: Sociology in Focus, p.85-8; activities 18 and 19 Specific case studies: Literacy objectives: Numeracy objectives: data objective: ICT objectives: Learning styles: Thinking skills: Keywords: marriage, secularisation, cohabitation, serial monogamy, first marriage, re-marriage, social pressure, state support, legislation, civil partnership 4: writing Lesson Objectives: Suggested Learning Activities Differentiated Learning Outcomes:
Develop writing techniques for sociology essays Plan an answer for the first assessment ‘Do Now’: quick quiz on key terms and marriage / cohabitation Starter: what are the components of a good essay? AfL: build through questioning Main 1: review mark scheme and then use to mark a model essay. Highlight knowledge in one colour and analysis / evaluation in another. Extension/Challenge: suggest ways in which the essay could be improved AfL: awarded and WWW/EBI Use model answer to outline how to plan, focusing on use of Item B provided. Exam skills: Using material from Item 2B and elsewhere, assess the view that the nuclear family is no longer the norm. (24 marks) (January 2009) Main 2: consider set question and parameters (e.g. time, content) then individually plan an answer, researching evidence to use Extension/Challenge: through awareness of levels AfL: peer review plans Plenary: target setting and trouble shooting Some less able pupils: Understand mark scheme and plan a simple (Level1) Most pupils: Understand and recognise level 2 requirements and plan level 2 answer (Level2) Some more able pupils: Understand and recognise level 3 requirements and plan a level 3 answer (Level3) Homework: Assessment essay Using material from Item 2B and elsewhere, assess the view that the nuclear family is no longer the norm. (24 marks) (January 2009) Resources: model answer, mark scheme, essay sheet Cover: set essay question Specific case studies: Literacy objectives: extended writing / essay planning Numeracy objectives: data PSHCE objective: ICT objectives: Learning styles: Thinking skills: Keywords: family, household, nuclear, diverse, lone-parent, serial monogamy, polygamy, reconstituted, cereal packet, stereotypical, norm 5: Why do families fail? Lesson Objectives: Suggested Learning Activities Differentiated Learning Outcomes:
Explain the changing divorce rate Evaluate different sociological perspectives on marital breakdown ‘Do Now’: Exam skills: Suggest two reasons why there has been an increase in cohabitation. (4 marks) (June 2010) Starter: Wars of the clip Discuss reasons for divorce (link back to reasons for marriage) Extension / challenge: are some marriages at higher risk of divorce? (distance, age) AfL: differentiated Q&A Main 1: study graph of divorce trends and suggest reasons. Test hypotheses by creating a timeline of divorce law changes, p.88-9 and link to graph. Extension/Challenge: analyse Giddens’ idea of ‘confluent love’ AfL: completed timelines Main 2: group teaching – outlining different sociological perspectives (marketplace) Extension/Challenge: evaluate the perspectives AfL: marketplace presentations Main 3: consequences of divorce – mini-role plays / note taking (p.92-3) Extension/Challenge: who be concerned about rising divorce rates and why? AfL: role-plays / notes Plenary: Exam skills: Suggest three reasons for the increase in the divorce rate since 1969. (6 marks) (specimen paper) AfL: traffic lights Some less able pupils: Give at least 3 reasons for the changing divorce rate and 2 consequences (Level1) Most pupils: Explain the changing divorce rate and consequences, explain different sociological theories (Level2) Some more able pupils: Explain the changing divorce rate and consequences, evaluate different sociological perspectives (Level3) Homework: reading Resources: Cover: Sociology in Focus, p.88-93; Activities 20 and 21 Specific case studies: Literacy objectives: Numeracy objectives: data objective: ICT objectives: Learning styles: Thinking skills: Keywords: empty-shell, individualisation, secularisation, confluent love, divorce rate, separation, adultery, irretrievable breakdown, petition, decree nisi, decree absolute 6: Is there a right time to have children? Lesson Objectives: Suggested Learning Activities Differentiated Learning Outcomes:
Analyse the family as an agent of social control Evaluate Marxist and Feminist of the family ‘Do Now’: theory matching Starter: how does this reflect a Marxist view of families or feminist? Extension/Challenge: evaluate functions AfL: differentiated Q&A Main 1: how can the family be seen as propping up capitalism? How would a feminist view the family? How is control exercised? Extension/Challenge: evaluate and critique AfL: worksheet on social control Main 2: case studies – analysis and evaluation Extension/Challenge: cross-referencing AfL: note-taking exercise Plenary: caption competition – pics from news / tv etc. viewed through different theoretical perspectives Some less able pupils: Explain Marxist and feminist views of the family with examples of social control (Level1) Most pupils: Analyse Marxist and Feminist views using evidence (Level2) Some more able pupils: Analyse and evaluate Marxist and Feminist perspectives using evidence (Level3) Homework: Plan - material from Item 2B and elsewhere, assess the Marxist view that the main role of the family is to serve the interests of capitalism. (24 marks) (January 2010) Resources: Cover: Sociology in Focus, p.70-71 Specific case studies: Literacy objectives: Numeracy objectives: PSHCE objective: ICT objectives: Learning styles: Thinking skills: Keywords: Feminism, patriarchy, radical feminists, domestic labour, social control, capitalism, Marxism, means of production, ideological state apparatus 11: how can I write an A grade essay? Lesson Objectives: Suggested Learning Activities Differentiated Learning Outcomes:
Explain how government policies affect the family Examine current government policy relating to families ‘Do Now’: post-it vote on key question Starter: of things you can and can’t do, e.g. age of marriage Extension/Challenge: include additional examples AfL: differentiated Q&A Main 1: Discussion of social policy followed by Joe Bloggs – create a biographical timeline that how policies might influence life from birth to retirement (at least 6 stages) Extension/Challenge: deeper analysis AfL: completed timelines Main 2: explore changing policy approaches of different political parties Extension/Challenge: analyse policies from different theoretical perspectives AfL: check knowledge and recall Plenary: students test each other ‘hot seat’ Some less able pupils: Identify and outline at least 3 government policies relating to the family (Level1) Most pupils: Identify several government policies and explain the impact they have on families (Level2) Some more able pupils: Analyse several government policies and evaluate the impact they have on families (Level3) Homework: examine coalition government’s approach to family life and evaluate in light of current events and economic situation Resources: Cover: Sociology in Focus, p.72-74 Specific case studies: Literacy objectives: Numeracy objectives: objective: ICT objectives: Learning styles: Thinking skills: Keywords: social policy, new right, conservative, liberal, neo-liberal 14: What is the best way to support families? Lesson Objectives: Suggested Learning Activities Differentiated Learning Outcomes:
Examine the rights and of children in the family Compare experiences of childhood, especially labour ‘Do Now’: data interpretation task (child labour rates? Or numbers of children?) Starter: rights and responsibilities table AfL: discussion and differentiated Q&A Main1: consider ambiguities of childhood – sexualisation etc. (DVD) Extension/Challenge: support with evaluated evidence AfL: activity 35, p.115 Main 2: child labour in the UK and abroad Extension/Challenge: AfL: discussion Main 3: different experiences of childhood across the world. Consider different factors influencing experience, watch Waterloo Road clip - Extension/Challenge: evaluate different factors AfL: tell life story in character Plenary: exam skills - Identify three ways in which childhood may not be a positive experience for some children. (6 marks) (June 2010) Some less able pupils: Outline some rights and responsibilities of children and give some examples of different experiences (Level1) Most pupils: Explain rights and responsibilities of children and describe different experiences of childhood (Level2) Some more able pupils: Analyse rights and responsibilities of children and evaluate different experiences of childhood (Level3) Homework: Resources: Cover: Sociology in Focus, p.112-114 Specific case studies: Aries, Rogers, Hendricks, Giddens, Postman Literacy objectives: Numeracy objectives: PSHCE objective: ICT objectives: Learning styles: Thinking skills: Keywords: social construction, gender socialisation, child-centred, economic asset, teenager, infant mortality