Associology Scheme of Work 2012-13 (AQA)

AS Sociology Unit 1: Families and households 2012-13

ASSociology Scheme of Work 2012-13 (AQA)

Unit 1 (SCLY1): Families and HouseholdsExam: Monday 13th May 2013, pm (1 hour)

1 double lesson (100 mins) per week, 1 teacher

Content:

• The relationship of the family to the social structure and social change, with particular reference to the economy and to state policies
• Changing patterns of marriage, cohabitation, separation, divorce, child-bearing and the lifecourse
• The diversity of contemporary family and household structures
• The nature and extent of changes within the family, with reference to gender roles, domestic labour and power relationships
• The nature of childhood, and changes in the status of children in the family and society
• Demographic trends in the UK since 1900
• Reasons for changes in birth rates, death rates and family size

Assessment:

AO1: knowledge and understanding 50% / AO2: application, analysis, interpretation and evaluation 50%
Level 1 (Grade E) /

• basic knowledge and understanding of sociological theories,methods and concepts with limited evidence
• writing doesn’t always make sense and there will be errors of grammar, punctuation and spelling.

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• limited ability to select, apply and interpret different types ofsociological evidence

• make a limited analysis and evaluation of relevant evidence and arguments

Level 2 (Grade C) /

• reasonable knowledge and understanding of sociological theories, methods and concepts, with some supporting evidence
• writing uses sociological material in a mainly accurate way that makes sense, with only a few errors of grammar, punctuation and spelling

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• reasonable ability to select, apply and interpret different types of sociological evidence
• offer some analysis and evaluation of relevant evidence and arguments

Level 3 (Grade A) /

• accurate knowledge and understanding of a range of sociological theories, methods and concepts, supported by evidence
• writing uses appropriate sociological material, is logical, accurate and makes sense, with excellent grammar, punctuation and spelling

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• demonstrate an ability to select, apply and interpret, accurately and appropriately, different types of sociological evidence from a range of sources
• make some analysis and evaluation of relevant evidence and arguments

Unit 1 exam Monday 13th May pm

Unit 2 exam Wednesday 22nd May am

1: What is a family?

Lesson Objectives:

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Suggested Learning Activities

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Differentiated Learning Outcomes:

Compare and contrast families and households
Identify and define diverse examples of families and households / ‘Do Now’: organise folders and run through handbook
Starter:brainstorm in pairs – what makes a family?
AfL: differentiatedQ&A, examples to test and highlight a) difference to household, b) diversity of family types
Use clip from ‘modern family’ to illustrate?
Main:Introduce Murdock’s definition then identify different types of family - identify and describe using playing cards / textbooks.
Extension/Challenge:make cross-cultural comparisons, research unusual examples, e.g. kibbutz
AfL:key term quiz
Exam skills: Explain the difference between a family and a household (Item 2A). (4 marks) (June 2009)
Main:explore key terms in relation to families (norms, values, socialisation) and ideas about nature / nurture. Watch feral children clip / play the socialisation game / Complete nature / nurture sheet
Extension/Challenge:Anthony Giddens quote
AfL:notes made, completed worksheet, discussion
Exam skills: Suggest two reasons why lone-parent families are more likely to be headed by a female. (4 marks) (June 2009)
Plenary: is there an ideal family type? / Some less able pupils:
Give simple definitions and examples of families and households(Level1)
Most pupils:
Explain the difference between a family and a household and give examples of diverse types (Level2)
Some more able pupils:
Distinguish between families and households with examples and explain some of the difficulties with definition (Level3)
Homework: read Sociology Review article and answer questions
Resources: SociologyReview_sept2010_families_households,
Cover: Sociology in Focus, p.61-6; read sociology review article
Specific case studies: Murdock, Giddens
Literacy objectives: making notes / Numeracy objectives: n/a
PSHCE objective: family diversity – adv / disadv, cultural differences / ICT objectives: n/a
Learning styles: verbal, kinaesthetic / Thinking skills:
Keywords: family, household, nuclear, diverse, primary socialisation, norms and values, lone-parent, polyandry, monogamy, polygamy, polygyny, reconstituted

2: How has the family changed?

Lesson Objectives:

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Suggested Learning Activities

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Differentiated Learning Outcomes:

Explain the relationship of the family to industrialisation and urbanisation
Evaluate the extent to which there has been a trend towards nuclear families / ‘Do Now’: key words check
Starter:the ‘cereal packet family’ - picture stimulus for discussion of what term means. Compare with other pictures (e.g. Victorian families) and discuss how it has changed over time
Extension / challenge: how typical is this image?
AfL: differentiatedQ&A
Main 1:Class draws picture of pre-industrial family and modern family, highlighting changes (emphasise key terms) based on Talcott Parson’s ideas. Small groups then use information p.79 to highlight criticisms of Parsons from Laslett and Anderson.
Extension/Challenge:use Oakley (p.80) to further critique Parson’s etc.
AfL: ‘line’ vote for extent of change, each student to justify place.
Main 2: Draw own version of modern family then look at Young & Willmott (p.81-84) and a) use key terms to label b) critique ideas
Extension/Challenge:develop critique and compare with other studies
AfL: peer review of pictures of modern family with questioning as to reasons / evidence for choice made
Plenary: cross-cultural comparison using Indian and British women statistics / Some less able pupils:
definethe nuclear familyand offer simple explanation of change (Level1)
Most pupils:
explain how the family has changed and make simple judgement about the extent (Level2)
Some more able pupils:
Evaluate the extent to which the family has changed over time (Level3)
Homework: Research marriage rates and ages – present as a paper with illustrations
Resources: ppt, plain paper and pens
Cover: Sociology in Focus, p.74-85
Specific case studies: Talcott Parsons, Laslett, Anderson, Oakley, Young and Willmott
Literacy objectives: / Numeracy objectives: data analysis
PSHCE objective: / ICT objectives: n/a
Learning styles: / Thinking skills:
Keywords: family, household, nuclear, diverse, extended family, industrialisation, unit of production, urbanisation, ascribed status, achieved status, cereal packet

3: Why do people marry?

Lesson Objectives:

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Suggested Learning Activities

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Differentiated Learning Outcomes:

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:pairs / 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 group 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: differentiatedQ&A
Plenary: Exam skills: suggest two reasons why there has been an increase in cohabitation (Item 2A). (4 marks) (June 2010)
Use bullet points with 2 clear, 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 using 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
PSHCE 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: Essay writing

Lesson Objectives:

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Suggested Learning Activities

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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 marks 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 essay (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:

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Suggested Learning Activities

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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 Roses 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: marketplacepresentations
Main 3: consequences of divorce – mini-role plays / note taking (p.92-3)
Extension/Challenge: who might 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
PSHCE 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:

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Suggested Learning Activities

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Differentiated Learning Outcomes:

Explore and explain changing fertility rates
Investigate teenage pregnancy and lone-parenting / ‘Do Now’: key words
Starter:analyse statistics and summarise changes in fertility; average age of first child; births outside marriage
Extension/Challenge: explain the difference between birth numbers and rates and why it’s important
AfL: differentiated Q&A
Main 1:read Sue Sharpe’s study findings and suggest reasons for changing fertility rates.
Extension/Challenge:evaluate her methodology
AfL: Exam skills: Suggest two reasons why women might delay having children (Item 2A). (4 marks) (January 2010)
Main 2:teen pregnancy – watch clip Underage and Pregnant
Or look at Kizzy Identify stereotypes, issues etc. Look at research case study.
Extension/Challenge:compare with general fertility trends.
AfL: debate – is there a ‘right’ time to have children?
Main 3:Explore new role of grandparents as carers (compare UK and Africa?) through a diagram that shows the change over the last 60years and suggests reasons (life expectancy, average age of having children, career, re-marriage / divorce, age of retirement, state support)
Extension/Challenge:cross-cultural comparison with LDCs and impact of HIV/AIDS
AfL:completed diagrams
Plenary: consider life course options / Some less able pupils:
Understand basic fertility trend (down) and suggest reasons; outline issues relating to teen pregnancy and single parenting (Level1)
Most pupils:
Analyse fertility trends and explain reasons; analyse teen pregnancy and single parenting trends and issues (Level2)
Some more able pupils:
Analyse fertility trends and reasons (Level3)
Homework: life-course diagram and review work so far
Resources:
Cover:
Specific case studies: Sharpe
Literacy objectives: / Numeracy objectives: data
PSHCE objective: / ICT objectives:
Learning styles: / Thinking skills:
Keywords: fertility rates, total Fertility Rate, infant mortality, live births, childless / childfree, infertility, illegitimacy

7:How is the population changing?

Lesson Objectives:

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Suggested Learning Activities

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Differentiated Learning Outcomes:

identify and explain demographic trends
develop writing skills / ‘Do Now’: quiz on info so far / key words
Starter:brainstorm demographic measures (births, deaths, life expectancy, population size and structure, migration)
AfL: differentiated Q&A
Main 1:Use House of Commons Research paper or answer questions and explain each trend
Extension/Challenge:develop evaluation
AfL: ask individuals to report back on each trend and DIFF by asking for evaluation
Main 2:plan and write essay Exam skills: Examine the reasons for changes in birth rates and family size since 1900. (24 marks) (June 2009)
Extension/Challenge:level 3 skills
AfL: peer review
Plenary: / Some less able pupils:
Outline some demographic trends and suggest some reasons; develop use of evidence in writing (Level1)
Most pupils:
Identify and explain demographic trends; analyse evidence (Level2)
Some more able pupils:
Identify and explain demographic trends; develop evaluation skills (Level3)
Homework: redraft and improve essay Examine the reasons for changes in birth rates and family size since 1900. (24 marks) (June 2009)
Resources: parl statistics
Cover: Sociology in Focus, p.116-119
Specific case studies:
Literacy objectives: / Numeracy objectives: interpreting data
PSHCE objective: / ICT objectives:
Learning styles: / Thinking skills:
Keywords: demographics, fertility rates, birth rates, mortality, life expectancy, migration

8: What is the function of the family?

Lesson Objectives:

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Suggested Learning Activities

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Differentiated Learning Outcomes:

Assess the function of the family from different theoretical perspectives / ‘Do Now’: posy Simmonds cartoon – traditional view of the family? Use of key words…
Starter:
AfL: differentiated Q&A
Main 1:Introduce key Functionalist theory of role of family. Students discuss in groups how many ‘functions’ they can come up with that the family has (reproduction, regulating sexual activity, social control etc.)then evaluate Murdock / Parsons functions in context of modern family
Extension/Challenge:group leaders
AfL: group feedback
Main 2:Groups task marketplace– functionalism (p.66), new right (p.68), Marxist (p.70), feminist (p.71), and postmodern (p.102) – interpretations of the family and criticism
Extension/Challenge:develop evaluation
AfL: marketplace
Plenary: recap functions / check understanding / Some less able pupils:
Identify and explain some functions of the family; understand simple theories(Level1)
Most pupils:
Explain the functions of the family and outline different theoretical perspectives (Level2)
Some more able pupils:
Analyse the functions of the family and evaluate different theoretical perspectivesin the context of modern families (Level3)
Homework: create a quiz
Resources:
Cover: Sociology in Focus, p.
Specific case studies: Murdock, Parsons
Literacy objectives: / Numeracy objectives: interpreting data
PSHCE objective: / ICT objectives:
Learning styles: / Thinking skills:
Keywords: functionalism, reproduction, stabilising, regulating, procreation, social control, socialisation, Marxism, Feminism, New right, Postmodernism

9: How relevant is functionalism today?

Lesson Objectives:

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Suggested Learning Activities

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Differentiated Learning Outcomes:

Recognise the importance of the nuclear family and its relationship with modern society
Analyse Foucault’s perspective in relation to the modern family / ‘Do Now’: theory matching
Starter:‘warm bath’ picture – what does this suggest about the family?
Extension/Challenge:domestic abuse picture – evaluation
AfL: differentiated Q&A
Main 1:quick survey of 2 other students about family / lifestyle and compare to your own experience. Use to consider how modern life has affected functions of the family and the role of the state.
Extension/Challenge:consider the idea of ‘functions’ and the family as part of society
AfL: check understanding questions
Main 2:mini starter with 5 embarrassing things to be caught doing. Lead into discussion of Foucault. Consider statements and then evaluate in the light of modern society.
Extension/Challenge:panopticon
AfL: completed tables and big brother vs ring of gyges (invisibility)
Plenary: assess functionalist theory of the family – class planning / Some less able pupils:
Understand basic functionalist view with some examples of functions performed(Level1)
Most pupils:
Explain functionalist view using examples and begin to evaluate (Level2)
Some more able pupils:
Analyse functionalist view using evidence and evaluate with reference to other theories (Level3)
Homework: note taking on Marxism and Feminism
Resources:
Cover: Sociology in Focus, p.116-119
Specific case studies:
Literacy objectives: / Numeracy objectives: interpreting data
PSHCE objective: / ICT objectives:
Learning styles: / Thinking skills:
Keywords: surveillance, Foucault, power, internalisation, welfare state, nurturing, social integration, social policy

10: Marxism and feminism – who is in control?