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This pack contains a 17 page PowerPoint and accompanying student booklet This PowerPoint offers a basic introduction to the Paper 3 Crime & Deviance paper. The lesson covers: Break down of Paper 3 this looks at question types, structure of the paper, past paper is included in the PowerPoint and booklet Past paper activity can be used to drive a Q&A or a ‘deep dive’ with students discussing potential answers to questions so the teacher can assess pre-existing knowledge Key terms defined: CRIME / DEVIANCE (with examples of each) Discussion of the distinction between Crime and Deviance Student led activity / debate - students are presened with SIX questions and are asked to discuss and feedback - this task could be used to guide a debate between groups of students Consolidation task students to research, define and provide examples for a list of key terms that will be used througout the module Booklet - gapped handout, areas to fill in, space for note, all key information is recorded in the booklet

This pack contains a 29-slide PowerPoint presentation and an accompanying student work booklet. The lesson covers: PART I: Starter Task - Brief re-cap of Functionalism [The re-cap is a 12 - slide summary of the FUNCTIONALIST perspective. This can be cut down, removed of edited to suit your learners needs] Definitions: Socialisation and Social Control Is Crime Inevitable? - Crime as inevitable and universalistic Anomie The Positive Functions of Crime Boundary Maintainance Dramatisation of Evil and ‘folk devils’ Task Adaptations and Change Kingsley Davis - Crime as a ‘safety valve’ Bed Polsky - channeling of sexual desires Albert Cohen Deviance as a warning sign’ Crime and Deviance - creates jobs in society Management and regulation of deviancy Evaluation and Critique of the points/perspectives covered above Series of consolidation tasks - mind maps, essay and comprehension questions, writing tasks, key terms. PART II: Merton’s ‘Strain Theory’ Define: Strain Theory Structural factors leading to crime Cultural factors leading to crime Case study: American Dream/Wall St. crash Five type of Anomie: Conformity, Innovation, Ritualism, Retreatism, Rebellion Evaluation and Critique of ‘Strain Theory’ studied in this session

This pack contains two Powerpoint presentations: 1 - 39 Slide PowerPoint that covers the Functionalist View of Religion AND ‘Civil Religion’ 2 - 5 slide PowerPoint that covers evaluation of the Functionalist view The lessons are accompanied with detailed handouts that students complete during the sessions The lessons cover: Starter task - symbols and meaning Introduce key theorists Define: Value Consensus, Order, Solidarity Define and introduce: The Sacred, The Profaine Short reading and summative task to consolidation knowledge and understanding of The Sacred, The Profaine Totemism - case study: Arunta Clan What is a ‘Totem’ Totemism and Clans Task - students to create their own clans, rules and totems that symbolise the values of the clan Reading / consolidation task The Collective Consciousness Critiques of Durkheim’s view point Malinowski Social Solidarity - explored and expanded upon Trobriand Islanders of the Western Pacific case study ‘God of the Gaps’ Religion ‘At a time of life crisis’ Parsons - Independent Reading task - Positive functions of religion Robert Bellah - Civil Religion Civil Religion in the USA Civil Religion in the UK Gapped handout- task Assessment - 10 mark assessment task

TES – Beliefs pack This pack contains a complete scheme of learning for the AQA – Sociology Paper 2 module: Beliefs in Society. The pack contains twelve [12] complete lessons – each lesson is fully animated, full of tasks, activities, assessment materials, assessment tasks and consolidation activities. All lessons are accompanied by a handout/booklet that students can use during the teaching of the sessions. Documentary recommendations are included, as well as links to further reading and suggested materials for engaging students outside of the classroom. The sub-topics covered are: 1 – Definitions of Religion - /teaching-resource/resource-12774527 2 – Feminist View of Religion /teaching-resource/feminist-view-of-religion-sociology-12701674 3 – Functionalist View of Religion - /teaching-resource/resource-12774533 4 – Marxist View of Religion /teaching-resource/the-marxist-perspective-of-religion-12739724 5 – Social Change and the Conservative View[/teaching-resource/religion-force-for-change-or-conservative-force-12701703 6 – Religious Organisations and New Religious Movements - /teaching-resource/resource-12858285 7 – Secularisation -/teaching-resource/resource-12858297 8 – Alternatives to Secularisation /teaching-resource/aqa-sociology-alternatives-to-secularisation-full-lesson-12766222 9 – Religion and Social Groups /teaching-resource/aqa-sociology-religion-and-social-groups-12769375 10 – Science as a Belief System /teaching-resource/aqa-sociology-paper-2-religion-as-a-belief-system-12773915 11 – Religion in a Global Context /teaching-resource/resource-12858303 12 – Religion and Ideology /teaching-resource/aqa-sociology-religion-and-ideology-12774148

This pack contains a 20-slide PowerPoint and accompanying booklet. The lesson is the first in a series of lessons designed to cover ‘Beliefs in Society’ module of AQA’s Paper 2. The lesson covers: Starter students asked to define religion Students asked to identify religious symbols - discussion of what students already know about selected global religions [mainstream and NRMs] Debate: Is religion a force for good or force for evil in the world? Benefits and Drawbacks of religion Discussion of ‘Why we are studying Religion’ What is Religion? Substantive Definition Functional Definition Constructionist Definition All three definitions are explored in detail. The strengths and limitations of each definition are discussed in a task Summary Assessment - 10 mark question Planning activity included

This pack contains a 20 slide PowerPoint and an accompanying 14-page handout/booklet that students complete during the lesson and for consolidation The lesson covers: IDEOLOGIES - Paper 2 - Beliefs in Society Starter: - Define ‘ideology’ -What is the FUNCTION of IDEOLOGIES in society? - How do IDEOLOGIES BENEFIT people/society? - How do IDEOLOGIES HARM people/society? Four functions of Ideology Problems presented by Ideologies Re-cap Marxism Ideology and Marx Ruiling class ideology Reinforces Class Conscioiusness Gramsci - - Hegemony Dual Consciousness Organic Intellectuals Nationalism Define the term, examples included Claims of nationalism Reading and summative task KARL MANNHEIM: IDEOLOGY & UTOPIA PARTIAL or ONE-SIDED WORLDVIEWS ideological Thought vs Utopian Thought Free Flowing Intelligencia Total World View Feminism and Ideology Reading and summative task Summary Slide Assessment is included in the booklet Sample answer/essay included in the booklet Final consolidation and mind-mapping activities also included in the booklet

This pack contains a 35-page PowerPoint presentation and an accompanying booklet that students can fill in as you teach. The pack also contains a sample answer and a seperate mock-question assessment task. The PowerPoint covers: Starter Task - Students view on religion and science; similarities, differences, types of knowledge-claims made by each side Faith in Science Manufactured Risks Cognitive Power Karl Popper - Open Belief Systems The Scientific Method The Principle of Falsification 10 min in-class summative writing task Robert Merton - CUDOS / Norms Science as a tool for society Explaination of how the Protestant Reformation led to the rise of scientific thinking CUDOS - task - students create their own list of ethics CUDOS - define and explore the ethical criteria Closed Belief Systems: Define and expain Case Study - Witchcraft Amongst Azande Peoples Michael Polanyi - Circularity - Subsidary Evidence - Denial of Legitimacy to Rivals - Paradigms - discussion of Velikovsky - Paradigm Shifts - Reading task - Paradigm shifts and Scientific Revolution Interpretivist View of Science Students asked to justtify their ‘belief’ in several scientific concepts Karin Knorr-Cetina - Paradigms Steve Woolgar and LGM (LIttle Green Men} Marxist and Feminist View of Science Definitions Short reading task Reflection and consolidation task Post-Modernist View of Science Manufactured Risks Techno-science Plenary - Consolidation activities Sample answer - read and annotate Planning and write a response to an exam question

This pack contains one 20-slide PowerPoint presentation, one booklet (to be completed by students; the booklet also contains several consolidation activities) and a starter task Lesson: Starter/Re-cap/revisiting activity - definitions of religion Age Gender Class Ethnicity For each of the four groups listed above there are 2-3 slides for each. The slides cover key arguments, contain graphs and statistics to support points, key terms are highlighted and theorists are cited. Consolidation activity - students to read one of four articles that cover each of the groups studied in the lesson. Each student annotated, draws out quotes and key arguments and then contributes to a group ‘wiki’ page. The ‘wiki’ page can be created in Teams, or it can be created on paper, shared with the teacher and then scanned in to one comprehensive revision resource.

This pack contains: A 45-slide PowerPoint presentation This lesson covers: Re-cap of Post Modern theory Definition, Grand Narratives and institutional power Starter Task - students discuss and share their experiences with religion in 21st century Two slides discussing the over-arching criticism of Secularisation Theory Religious Market Theory & Theories of Late Modernity and Post-Modernism -Grace Davie: From Obligation to Consumption - defined and discussed, examples provided to enhance understaning Believing without Belonging Vicarious Religion & The Spiritual Health Service Critics of Davie: Steve Bruce, Voas and Crocket, Abby Day Cultural Amnesia & Spiritual Shopping Danielle Hervieu-Leger: Pilgrims vs. Converts Post Modern Religion Globalisation and its impact on religion Desembedded religion Religion online and Online Religion - reading, note taking and discussion task Religious Consumerism & The Sphere of Consumption Religious Consumerism Religious Disenchantment Reading and assessment task: New Age Religions Self-Religion and Sheilaism - video resource, reading task Task: students given tenants of major religions as well as tenants of some global religions. Students use their phones and this data to create their own ‘commandments’ Religious Market Theory Are humans inherently religious? Religion as a Compensator American Vs. Europe Supply Led Religion Televagelism explored Critiques of Religious Market Theory: Bruce, Norris and Inglehart, Beckford Existential Security Theory People from poorer societies/nations are much more likely to be religious that people from richer societies/nations. Comparison made between Burundi (poorest nation on Earth) and Germany (one of the wealthiest) Norris and Inglehart: Existential Security Poor societies vs rich societies Case Study: Uruguay Booklet The booklet is 28 pages long The book contains a combination of note taking, gapped sections, tasks A two-page linear, bulletpointed list of key facts, dates and developments that will help students understand the process of seculariation and rise of alternative religions Several consolidation activities aimed to help learners of all learning styles.

This pack contains: 49 slide PowerPoint 2 part student booklet Essay planning booklet / assessment materials The PowerPoint has been designed to answer the question: “How far does your chosen films reflect its production context? [20/40]” The PP covers: Explanation of ‘Production context’ Starter: students reflect on ‘classica era’ films they have seen Introduce exam / essay question for this module Introductions Case study: The Classical Era Studio system / The Big Five & Little Three Vertical Integration / Studio heads control everything! Scorsese explains the Studio approach (video and task) The Key signifers of the classical approach: macro and micro elements Narrative in the Classical era Protagonists of the CLassical Era The Hays Code Analysis task: Angels with Dirty Faces Analysis of Vertigo: How does it reflect the production context? Analysis of Ernie’s: Narrative Contunity editing Star System Orchestral Score Shooting on a sound stage Hays Code & Veritgo The Studio’s attempt to enforce an alternative ending Hitchcock’s refusal to attach the ending Decline of the studios / rise of the auteur director as signified by the ending of Vertigo PLenary: Detailed essay planning activities Assessment: students to write a 20-mark response using their plans.

**This pack contains one 23-slide PowerPoint that teaches how to answer this question using Pulp Fiction as the chosen film. One 12-page booklet - note taking, fill in the gaps, analysis, detailed slides and essay planning document. ** Explore how far cinematography contributes to the experimental nature of your chosen film or films. [20] every analysis task comes with multiple slides breaking down the scenes and provide guidane for essay writing Lesson covers: Starter - Re-cap of conventional/mainstream American cinema approach to camera Short Martin Scorsese/ history of the Hollywood style - documentary extract and tasks Explanation of the ‘formal’ approach to cinematography - with examples Discussion of Tarantino’s most common ‘experimental’ uses of camera - with examples from the film How to write an introduction to the question - writing task Part 1 - 'using the camera to restrict information and create active spectators. The ‘Trunk shot’ Part 2 - Subversion of conventional approach / experimenting with scene construction Analysis of scene from Fast and Furious 7 - Comparative analysis of the ‘Marcellus meets Butch’ scene from the film Part 3 - French New Wave: camera in service of the characters, not narrative Analysis - scene from Breathless Analysis - comparison to final scene from the film Detailed visual breakdown of the final sequence Plenary/assessment: Read exemplar essay Review and re-write activity optional research task Essay planning activity [with booklet] Mark scheme

This pack contains a 32-slide PowerPoint presentation that covers Quentin Tarantino’s experimental Auteur status [using Pulp Fiction as primary text] The lesson covers: Hyper-Real nature of QT’s work Starter Task: revisit Auteur theory Discuss exam questions - then introduce exam question this PowerPoint will answer Group task - mind-map everything you know about QT and his signature style Feedback - mind-map included within the PowerPoint - run through this with students after their task optional research task How to write an introduction to this question The following signature features of QT’s ouevre are covered: Subversion of genre / influences Post Modern approach / narrative French New Wave - influences (with scene analysis/comparison task) ‘Subversion of realities of social structures’ aka QT’s approach to representation (essay to be read by students then discussed) More technical features and interior meaning - foot fetishism and representation of women in his films mise-en-scene Music Essay planning acticity Pack also includes: Essay discussing QT’s approach to representation sample essay

**This pack is designed for the Eduqas Film A Level, but it suitable for any one teaching/studying Non-Linear narratives/Pulp Fiction and narrative. The pack contains a 26-slide PowerPoint presentation that covers: Pulp Fiction: Experimental Narrativ**e [Specialist Study Area] starter - recap key narrative terms intro discussion: how does Pulp Fiction subvert traditional approaches to narrative? Section 1 - Goal Orientated Narratives - study of how PF’s approach to goal orientation is experimental Section 2 - Narrative resolutions - study of how PF’s approach to narrative resolution is experimental Section 3 - Binary Oppositions - study of how PF’s approach to binary oppostions is experimental Dialogue - how dialgue is used in place of cause and effect Themes - how themes drive the narrative and give coherence Final scene - analysis Plenary activities Assessement activities - essay planning and writing Additional resources: 11-page gapped handout for students to complete in the lesson A3 sized print out of film’s non-linear structure Breakdown of the three chapters and how themes are used

This pack contains one 18-slide lesson and one handout that cover the following: Starter - Dissecting Marx’s ‘Opium of the people’ quote Religion as an Ideological State Apparatus Religion and class / prosperity Theology Task - using quotes from major religions, students are to explain their use and link them to the Marxist perspective Spiritual Gin / Lenin Alienation Critiques of the Marxist perspective of Religion Classical vs Neo Marxist perspective Brief overview of Ernst Bloch and Dual Characteristics Brief overview of Otto Maduro & Religion as a Revolutionary Force

This pack contains a PowerPoint presentation and accompanying booklet. The lesson covers: Task / in-class debate: Is religion a force for change, or a conservative force? Task - re-cap of Functionalist, Marxist and Feminist view of religion Religion as a force for change: Max Weber and Calvinism Predestination Asceticism Hinduism Confucianism Evaluation of Weber’s perspective Consolidation Task - answer writing Task: Research for presentation The accompanying booklet contains additional content (essays, cartoons and additional consolidation activities)

This pack contains one lesson and one accompanying handout that covers AQA year 13 SOCIOLOGY - Feminist View of Religion The lesson covers: Evidence of patriarchy in religion What would Liberal/Radical/Marxist feminists think about religion task Answers to previous question Research tasks - evidence of patriarchal ideologies in religion Four categories are given for the research task Consolidation from task Evaluation of feminist view: Karen Armstrong, Nawal El Saadawi, Linda Woodhead, Sophie Gilliat Ray Elisabth Brusco, Secular society Assessment - 10 mark question set The booklet is detailed, contains additional content and further reading. Students will complete the handout during the lesson and write their assessment in the same book.

This pack contains the 7 lessons covering AQA’s English Language GCSE Paper 1, Section B. Each lesson in this pack follows the same structure and contains: Power-Point lesson Handouts for relevant sessions. Each lesson follows the following structure and addressed the following skills/approaches: Starter task -definitions of 5 words, students find synonyms, then they write a sentence using as many of their new words as they can SP&G focus: Lesson 1- Sentence openers Lesson 2 - Speech Marks Lesson 3 - Using Dashes Lesson 4 - similes and Metaphors Lesson 5 - Adjectives & Adverbs Lesson 6 - Irregular Verbs Lesson 7 - Question 5 - How to understand, prepare for and answer the question Part 1 -What the exam will look like: a breakdown of what the exam question will look like. Part 2 - planning - students are given an image then various tasks to help them plan their narrative/descriptive writing tasks. Part 3 - writing Part 4 - self review and submission. Plenary - reflection and target setting

**This pack contains 7 lessons designed for AQA’s English Language Paper 1 ** Each lesson comes with: - PowerPoint presentation - Tasks handout - Digital copies of the text that is used in the session Each lesson follows the same format, which is outlined below: Starter Task: definitions and synonyms (students to define words, find synonyms and then write one sentence using as many of their new words as they can) SP&G focus: short task based around ONE SP&G area: - Lesson 1- Using Commas - Lesson 2 - Using apostrophes - Lesson 3 - Using capital letters - Lesson 4 - Parts of Speech: nouns and prepositions - Lesson 5 - Parts of Speech: verbs and pronouns - Lesson 6 - Parts of Speech: positioning the reader - Lesson 7- Parts of Speech: homophones Each SP&G focus section contains a video, task and consolidation activity Paper 1 - question 1 practice The sample tests covered in these 7 lessons are: The Thirty Nine Steps by John Buchan The Cuckoo’s Calling by Robert Galbraith The Road by Cormac McCarthy The Strange Case of Mr. Jekyll & Mr. Hyde by Robert Louis Stevenson Dracula by Bram Stoker The Wizard of Oz by L. Frank Baum The Hobbit - J.R.R. Tolkien Paper 1 - question 2 practice - analysis - The question is discussed and then a series of tasks are available. How to answer the question, how to structure responses, how to break down the text, task, assessment. Paper 1 - question 3 practice The question is discussed and then a series of tasks are available. How to answer the question, how to structure responses, how to break down the text, task, assessment. Paper 1 - question 4 practice The question is discussed and then a series of tasks are available. How to answer the question, how to structure responses, how to break down the text, task, assessment. Plenary Tasks - reflection on the session. Target setting for next session.

This pack contains an entire scheme of learning for the **AQA Sociology: Education **topic There are over 50 resources in this pack: The pack contains lesson PowerPoints, handouts, work booklets, assessment materials and activities for all of the following areas: Introduction to Education Funcationalist Approach to Education Marxist Approach to Education Social Class and Achievement Gender and Education - boys, girls Ethnicity and Education Social Policy **I have included several screenshots of lessons to give an idea of the quality and style of the resources. ** Each lesson and handout has been designed with students in mind - they are colourful, full of images, interesting tasks and are engaging for learners. There are a variety of approaches used across the scheme, as well as a variety of assessment activities. Every single lesson has an accompanying booklet for students to fill in during lessons. Sample responses, past paper questions, additional reading, documentary recommendations, and more are contained within the lessons.

This pack contains: 75-slide PowerPoint lesson that covers: How to answer 4, 6, 10, 20, 30 mark questions on Paper 1 (AQA Sociology) Each section contains: a collection of past paper questions Guide to structure for each question Exemplar responses - some broken down in to smaller sections to demonstrate how to apply the structures Planning and writing tasks for each of the question types All relevant handouts and additional resources are also included. Please look at the screenshots attached so you can see what type of content is covered.