AS and A-level Sociology Resource bank AS and A-level Year 1 - AQA

49 Pages·2015·1.45 MB·English

Resource bank

AS AND YEAR 1 OF A-LEVEL

SOCIOLOGY

7191 AND 7192

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AQA Education (AQA) is a registered charity (registered charity number 1073334) and a company limited by guarantee registered in
England and Wales (company number 3644723). Registered address: AQA, Devas Street, Manchester M15 6EX

4 December 2015
Introduction

The scheme of work provides guidance on activities to support the delivery of the new AS and A-level
specification. It suggests that every lesson starts with a paper based starter that clearly states the lesson
number and the lesson objectives. This is used to outline what will be covered in the lesson and is
reviewed at the end to ensure all learning objectives are met. Students will tick off the objectives if they
feel they have achieved that objective. If they haven’t it is suggested that students go over the work from
the lesson to ensure they have understood the key concepts and ideas.

The starter sheet serves to either introduce new concepts or go over previous material. It is based upon
an activity that should take up the first 5 – 10 minutes of the lesson. This enables the teachers the chance
to settle the group from the outset and students can work independently as soon as they enter the room.
Any students that arrive late know what they need to do in their own time and it ensures they don’t miss
any of the material covered.

Activities are varied on starter sheets and can include the following: crosswords, wordsearches,
cryptograms (using the following website to help create these - http://www.discoveryeducation.com/free-
puzzlemaker/), match the terms, hand of knowledge, Venn diagrams, cloze activities and many more.

A sample of some starters used in the scheme of work are included in this resource bank.

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aqa.org.uk

Copyright © 2015 AQA and its licensors. All rights reserved.
AQA Education (AQA) is a registered charity (registered charity number 1073334) and a company limited by guarantee registered in
England and Wales (company number 3644723). Registered address: AQA, Devas Street, Manchester M15 6EX

4 December 2015
Blank concept grid

The scheme of work suggests that the students complete a concept grid at the end of every topic. This is
a blank grid for this purpose.

Key concept Definition

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Concept grid – childhood

The following is an example of a concept grid that can be used for childhood:

Key concept Definition

Socially constructed

Modern notion of
childhood

March of Progress View

Globalisation

Cross-cultural
differences

Historical differences

Child-centredness

Age Patriarchy

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Matching terms to statements - paper based starter

The following can be used as a paper based starter for demography:

Learning objectives

• Review reasons for changes birth rates and death rates
• Explore the effects on the population
• Understand what an ageing population is

Match the definitions to the concept:

CONCEPT DEFINITION
1. Birth rate a) The number of deaths per thousand of the population
per year

2. Death rate b) The difference between the number of births and the
number of deaths in a population, resulting in either a
natural increase or a natural decrease

3. Total fertility rate c) Movement into an area or society

4. Infant mortality rate d) Movement out of an area or society

5. Net migration e) The study of population, including birth, death, fertility
and infant mortality rates, immigration and emigration,
and age structure, as well as the reasons for changes
in these

6. Natural change f) The difference between the number of immigrants
entering a country and the number of emigrants
leaving it

7. Emigration g) The relationship between the size of the working
population and the non-working or dependent
population

8. Immigration h) The average number of children women will have
during their fertile years. For statistical purposes, this
is defined as age 15 – 44

9. Demography i) The number of infants who die before their first
birthday, per thousand live births per year

10. Dependency ratio j) The number of live births per thousand of the
population per year

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Migration: starter activity

Starter sheet – answers

1. j

2. a
3. h
4. i
5. f
6. b
7. d
8. c
9. e
10.g

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Introduction to Sociology paper based starter

The following can be used at the outset of the course:

1. What is Sociology?

2. How many hours of Sociology will you do a week?

3. What room are you in for Sociology?

4. What is your teacher called?

5. What is her email address?

6. What is your homework this week?

7. How many hours of homework do you think you need to do each week?

8. How many exams will you have this year?

9. What are the dates of your exams?

10. What are the units called that you will be studying this year?

11. Do you have any questions about the course?

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Learning log

The scheme of work suggests that students complete a learning log at various times during the course.
The purpose of the learning log is for students to record three things learnt. The following is a blank
learning log that can be used for this purpose.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

21. 22. 23. 24. 25. 26. 27. 28. 29. 30.

31. 32. 33. 34. 35. 36. 37. 38. 39. 40.

41. 42. 43. 44. 45. 46. 47. 48. 49. 50.

51. 52. 53. 54. 55. 56. 57. 58. 59. 60.

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The urinal game

This is a game, which is referred to in the scheme of work, used to introduce the key concepts associated
with Sociology and to show students how things experienced in the everyday can be looked at
sociologically. It aims to get students to develop their sociological imagination and looks at key concepts
such as norms and values. They look at the act of going to the toilet and discuss the rules that guide
behaviour.

Further information can be gained from the following website -
http://www.sociology.org/content/2006/tier2/johnpaul_the_urinal_game.pdf

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You will ask a student to come to the front of the classroom and stand in front of the urinal they would go
to and they will be asked to explain their choice. This works with both male and female students.

In almost all cases the person picked will stand at urinal three –discuss how sociology is interested in
predicting behaviour and that the reason they would choose this urinal is because it is furthest away from
the door and they would stand there because of privacy issues. They would not want people walking in
and seeing them. Discuss other scenarios where privacy/personal space is an issue eg at a cash point.
Also discuss how studies show that because urinal three is the most frequented it has the most germs.
You then ask the student to remain at urinal three and then ask another student to come to the front of the
room and select the urinal they would use now.

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