Teacher of Psychology and Sociology. Examiner of AQA A-Level Psychology. All resources are tried and tested.
Please leave a review and send me an email. I will send you a resource of the same price for free :) thrivesocialscience@gmail.com
Teacher of Psychology and Sociology. Examiner of AQA A-Level Psychology. All resources are tried and tested.
Please leave a review and send me an email. I will send you a resource of the same price for free :) thrivesocialscience@gmail.com
This is a tried and tested resource that students can work through for revision or set homework tasks. Whilst it is useful to any teacher of Sociology, it follows the AQA specification for the A-Level Families and Households topics:
Theories of the family
Couples
Social Policy
Changing Family Patterns
Family Diversity
Demography
Childhood
It is a task focused booklet as opposed to a content overview worksheet. Students are given prompts to direct their revision.
Worksheet to be printed on A3 - double sided.
This document contains:
**1. Key term and evidence bank for ‘Theories of the Family’ chapter within the AQA A-Level Sociology paper 2 topic of Family & Households **
Compiled using the AQA specification, mark schemes and approved textbooks. I provide this document to students at the beginning of the topic, and they are expected to complete the definitions & summary of key thinkers as we move through the topic. There are extra boxes for each, to allow the higher ability students room to add in knowledge that they gain through further reading.
2. Quiz of knowledge + teacher copy with answers
I give students a date to which all key term definitions & key thinker summaries should be filled in. On this day students are allotted 10 minutes (in exam conditions) to complete the quiz. The quiz asks 10 ‘who said what?’ and 10 ‘which key term matches each definition?’ questions. We then go through the answers, which can be used to create a larger revision discussion on the related research etc.
This document contains:
**1. Key term and evidence bank for ‘Changing Family Patterns’ chapter within the AQA A-Level Sociology paper 2 topic of ‘Family & Households’ **
Compiled using the AQA specification, mark schemes and approved textbooks. I provide this document to students at the beginning of the topic, and they are expected to complete the definitions & summary of key thinkers as we move through the topic. There are extra boxes for each, to allow the higher ability students room to add in knowledge that they gain through further reading.
2. Quiz of knowledge + teacher copy with answers
I give students a date to which all key term definitions & key thinker summaries should be filled in. On this day students are allotted 10 minutes (in exam conditions) to complete the quiz. The quiz asks 10 ‘who said what?’ and 10 ‘which key term matches each definition?’ questions. We then go through the answers, which can be used to create a larger revision discussion on the related research etc.
This document contains:
Key term / social policy / evidence bank
Compiled using the AQA specification, mark schemes and approved textbooks. I provide this document to students at the beginning of the topic, and they are expected to complete the definitions & summary of key thinkers as we move through the topic. There are extra boxes for each, to allow the higher ability students room to add in knowledge that they gain through further reading.
Quiz of knowledge + teacher copy with answers
I give students a date to which all key term definitions / social policies & key thinker summaries should be filled in. On this day students are allotted 10 minutes (in exam conditions) to complete the quiz. The quiz asks 10 ‘who said what?’ and 10 ‘which key term matches each definition?’ questions. We then go through the answers, which can be used to create a larger revision discussion on the related research etc.
Topics included:
Theories of the Family
Demography
Childhood
Couples
Family Diversity
Changing Family Patterns
Social Policy
Worksheets can be used in line with teaching or as revision and recap of previous learning.
Whether you are a teacher or student these will help you get ready for the exams.
:)
This document contains:
**1. Key term and evidence bank for ‘Demography’ chapter within the AQA A-Level Sociology paper 2 topic of Family & Households **
Compiled using the AQA specification, mark schemes and approved textbooks. I provide this document to students at the beginning of the topic, and they are expected to complete the definitions & summary of key thinkers as we move through the topic. There are extra boxes for each, to allow the higher ability students room to add in knowledge that they gain through further reading.
2. Quiz of knowledge + teacher copy with answers
I give students a date to which all key term definitions & key thinker summaries should be filled in. On this day students are allotted 10 minutes (in exam conditions) to complete the quiz. The quiz asks 10 ‘who said what?’ and 10 ‘which key term matches each definition?’ questions. We then go through the answers, which can be used to create a larger revision discussion on the related research etc.
This document contains:
**1. Key term and evidence bank for ‘Childhood’ chapter within the AQA A-Level Sociology paper 2 topic of ‘Family & Households’ **
Compiled using the AQA specification, mark schemes and approved textbooks. I provide this document to students at the beginning of the topic, and they are expected to complete the definitions & summary of key thinkers as we move through the topic. There are extra boxes for each, to allow the higher ability students room to add in knowledge that they gain through further reading.
2. Quiz of knowledge + teacher copy with answers
I give students a date to which all key term definitions & key thinker summaries should be filled in. On this day students are allotted 10 minutes (in exam conditions) to complete the quiz. The quiz asks 10 ‘who said what?’ and 10 ‘which key term matches each definition?’ questions. We then go through the answers, which can be used to create a larger revision discussion on the related research etc.
This document contains:
**1. Key term and evidence bank for ‘Family Diversity’ chapter within the AQA A-Level Sociology paper 2 topic of ‘Family & Households’. **
Compiled using the AQA specification, mark schemes and approved textbooks. I provide this document to students at the beginning of the topic, and they are expected to complete the definitions & summary of key thinkers as we move through the topic. There are extra boxes for each, to allow the higher ability
students room to add in knowledge that they gain through further reading.
2. Quiz of knowledge + teacher copy with answers
I give students a date to which all key term definitions & key thinker summaries should be filled in. On this day students are allotted 10 minutes (in exam conditions) to complete the quiz. The quiz asks 10 ‘who said what?’ and 10 ‘which key term matches each definition?’ questions. We then go through the answers, which can be used to create a larger revision discussion on the related research etc.
This document contains:
1. Key term and evidence bank for ‘Couples’ chapter within the AQA A-Level Sociology paper 2 topic of ‘Family & Households’.
Compiled using the AQA specification, mark schemes and approved textbooks. I provide this document to students at the beginning of the topic, and they are expected to complete the definitions & summary of key thinkers as we move through the topic. There are extra boxes for each, to allow the higher ability students room to add in knowledge that they gain through further reading.
2. Quiz of knowledge + teacher copy with answers
I give students a date to which all key term definitions & key thinker summaries should be filled in. On this day students are allotted 10 minutes (in exam conditions) to complete the quiz. The quiz asks 10 ‘who said what?’ and 10 ‘which key term matches each definition?’ questions. We then go through the answers, which can be used to create a larger revision discussion on the related research etc.
This document contains:
‘Learning Loop’ revision activity for the ‘Changing Family Patterns’ chapter within the AQA A-Level Sociology paper 2 topic of Family & Households. Created using the AQA specification, mark schemes and approved textbooks. I use this document at the end of the chapter, to consolidate student understanding:
*The first grid = teacher copy. Arrows show the correct direction that the ‘loop’ should take
The second grid = student copy. Print on A3 and cut along the dotted line.*
How to use:
Part of a whole class or large group activity. It is an engaging for all to take part in and play with their peers. Each student will be consolidating their knowledge as although they only need to answer for the cards they have, they need to silently answer all of the questions to ensure they have the correct card.
Independent revision. Students create the loop, and check against the model copy.
Differentiate by completing activity in pairs, or giving particular students more cards.
This document contains:
**1. Key term and evidence bank for ‘Social Policy’ chapter within the AQA A-Level Sociology paper 2 topic of ‘Family & Households’. **
Compiled using the AQA specification, mark schemes and approved textbooks. I provide this document to students at the beginning of the topic, and they are expected to complete the social policy summaries & key thinker views as we move through the topic. There are extra boxes for each, to allow the higher ability students room to add in knowledge that they gain through further reading.
2. Quiz of knowledge + teacher copy with answers
I give students a date to which all policy summaries & key thinker views should be filled in. On this day students are allotted 10 minutes (in exam conditions) to complete the quiz. The quiz asks 10 ‘Which policy matches each definition?’ and 10 ‘Who said what?’ questions. We then go through the answers, which can be used to create a larger revision discussion on the related research etc.
A knowledge checklist for the ‘Family & Households’ unit in the Sociology AQA Specification:
Couples
Childhood
Theories of the Family
Demography
Changing Family Patterns
Family Diversity
Social Policy
The checklist allows students to tick / shade when they have completed notes each topic, to keep track of their learning.
While completing revision in preperation for assessments, students are then able to RAG rate their learning.
I provide this to students at the beginning of the unit and teach each section in the order given, which also allows students to have an idea of what is ahead. Can also be used after teaching the topic to reflect on students knowledge and direct areas for improvement.
A Level Sociology resource for the “New Media’ topic within the ‘Media’ unit on Paper 2
Lessons include:
Nature & features of the ‘new’ and ‘old’ media
Who controls the new media (ownership) and how does it affect traditional/old media?
Who uses new media (audiences) and how are they stratified (class, age, gender, location)?
Debates on the new media: neophiliacs/cultural optimists vs cultural pessimists
This resource has been made for teachers to easily pick up use. Each Powerpoint includes answers / additional teacher information in the notes section.
The accompyoning booklet follows each lesson activity, allowing students to structure their notes and stay organised – great for those who may have missed a lesson, to stay on track with their learning.
Download the free ‘media topic checklist’ to use alongside your teaching of this unit.
A knowledge checklist for the ‘Media’ unit in the Sociology AQA Specification:
New Media
Ownership & Control of the Media
Globalisation & Pop-Culture
Selection & Presentation of the News
Media Representations
Relationship between Media & Audiences
The checklist allows students to tick / shade when they have completed notes each topic, to keep track of their learning.
While completing revision in preperation for assessments, students are then able to RAG rate their learning.
I provide this to students at the beginning of the unit and teach each section in the order given, which also allows students to have an idea of what is ahead. Can also be used after teaching the topic to reflect on students knowledge and direct areas for improvement.
