Sociology
We look to encourage students to realise the importance of questioning society around us to drive positive change, to develop students into being open minded and accepting of those different to them.
| Head of Sociology | Mr S Sledmore | S.Sledmore@glynschool.org |
Why study this subject?
In the words of Pierre Bourdieu ‘The function of Sociology, as with every science, is to reveal that which is hidden’. In Sociology you will be required to think critically about the society in which you live, question things around you that you have previously taken for granted and learn about various different ways of viewing society and the interactions that happen within it. Everything we learn about, you are directly affected by in your real life.
Is it right for me?
If you enjoy History and Geography and have an interest in politics, then Sociology could be for you. Do ensure though that you are aware of the fact that starting a new subject at Key Stage 4 requires students to be dedicated and committed to the course. Starting a new subject can be like learning a new language and you must be prepared to put in some time and effort outside of lessons to ensure you understand the content covered in class.
An open mind and willingness to listen to and understand other people's views even if they differ from your own. A good memory is also useful as you will need to memorise quite a few sociologists’ names and views.
Year 9 sequence of lessons
Year 9 AQA GCSE
|
Topic |
Why here? |
Skills and common misconceptions |
|
Introduction to Sociology with Research Methods & Family |
Introduces essential vocabulary which allows students to begin effectively analysing society. By understanding concepts such as culture and identity and processes such as socialisation, students will begin using their sociological imagination, which they will then be able to apply to everyday life. |
Understanding core concepts in the subject and addressing misconceptions about what the subject is. |
|
Family - Key Themes |
This is the starting point of Primary socialisation, It allows students to think critically about their own family life, to compare it to others in society and to critically assess how the family has changed over time. Students will start explore concepts such as Functionalism & Feminism in greater detail. This allows application from HT1 to be explored further. |
Misconceptions: Anecdotal evidence can be used for answers. Skills AO1, AO2 & AO3 |
|
Education - Key Themes |
Education, part of secondary socialisation, will get students to think critically about the purpose of education, how they are educated and whether all students enjoy a positive experience in schools. New concepts will include material and cultural deprivation, labelling, anti-school subcultures and institutional racism. These concepts will also prove useful during of Y10 and all of Y11 |
Misconceptions: Anecdotal evidence can be used for answers. Skills AO1, AO2 & AO3 |
|
Crime and Deviance - Key Themes |
Crime and deviance is introduced as it gives students the opportunity to start considering different sociological explanations for crime, the emergence of gangs, the relationship between young people and the police, and the way in which crime is shown in the media. With mature themes presented, it gives students an insight to the expectations in Year 11. |
Skills AO1, AO2 & AO3 |
|
Social Stratification - Key Themes |
This is the final unit allows students to revisit ideas which have already been discussed elsewhere on the course. Students are asked to consider the causes and consequences of stratification as it replies to gender, ethnicity, social class, age, disability and sexuality. |
Application and synoptics skills developed further |
|
Enrichment and consolidation |
Enrichment is weaved throughout the year to encourage a love for Sociology with activities including ‘Theory fortnight’ based on student interest. |
Encouraging a love for learning and fascination with the mind |
Year 10 sequence of lessons
Year 10 AQA GCSE
|
Topic |
Why here? |
Skills and common misconceptions |
|
|
HT1 & 2 |
Re-Introduction and Family |
Using the knowledge and enrichment from Year 9, It allows students to further think critically about their own family life, to compare it to others in society and to critically assess how the family has changed over time. Students will be encouraged to formulate more theoretical reasoning behind issues in the family unit with application to exam questions. |
Synoptic skills through issues and debates knowledge |
|
HT3 & 4 |
Education |
Using the knowledge and enrichment from Year 9 students will begin to think critically about the purpose of education, how they are educated and whether all students enjoy a positive experience in schools. New concepts will include material and cultural deprivation, labelling, anti-school subcultures and institutional racism. |
Skills AO1, AO2 & AO3 |
|
HT5 |
Education Consolidation |
Using the knowledge and enrichment from Year 9 & 10, It allows students to further think critically to changes in education with a greater focus on how this applies to the context of research methods. |
Skills AO1, AO2 & AO3 |
|
HT6 |
Enrichment and consolidation |
Due to the content heavy nature of the course this is time to consolidate and address any areas that require more support in preparation for Year 11. |
Year 11 sequence of lessons
Year 11 AQA GCSE
|
Topic |
Why here? |
Skills and common misconceptions |
|
|
HT1 |
Crime and Deviance |
This is taught at the start of Year 11 as it is a popular topic with high engagement that creates an energetic start to the year. Due to sensitive content students are also seen as more mature to discuss sensitive topics around crime and the causes of it. Students will also be able to further their debate skills which have been developed over two years. |
Skills AO1, AO2 & AO3 |
|
HT2 |
Crime and Deviance |
We continue on with this topic and start to consolidate and master the skills learnt over the topic. There is also time allow for reflection and how the family and education may overlap. |
Skills AO1, AO2 & AO3 |
|
HT3 & 4 |
Social Stratification |
Students will use this topic to bring together their synoptic knowledge of 3 topics into one. This provides students with mastery skills and allow them to develop their analysis and evaluation further. Students will bring together class, gender and ethnicity with application to theories. |
Skills AO1, AO2 & AO3 |
|
HT5 |
Revision and exam preparation |
Independent learning and revision skills |
|
|
HT6 |
Exams |
Year 12 sequence of lesson
|
Subject |
Half Term 1 |
Half Term 2 |
Half Term 3 |
Half Term 4 |
Half Term 5 |
Half Term 6 |
|
Family - Introduction to key themesIntroduction to perspectives in sociology in sociology & Couples Education - Class differences in education both internal and external Research Methods - Strengths & limitations of research methods • Role of education Methods in context |
Family - Changing perspectives of childhood & theoretical perspectives of the family Education - Ethnic differences in education Research Methods - Strengths & limitations of research methods • Role of education Methods in context |
Family Demographic changes to family life Education - Gender differences in education. Research Methods - Strengths & limitations of research methods • Role of education Methods in context |
Family - Changing patterns in family life • Theories of family diversity Education - Educational Policy Research Methods - Strengths & limitations of research methods • Role of education Methods in context |
Family- Family policy • Consolidation of families & households module Education Consolidation of education module • Consolidation of methods module |
Crime and Deviance - Functionalist & Subcultural Theories Media - Media Ownership |
|
|
Why we sequence the scheme of work this way |
Allow students to establish the core principles of sociology before progressing into an understanding of the application of sociological ideas to specific topics. |
To develop an understanding of the different experiences had by individual and/or social groups within the context of education & family. |
To further enable students to advance their understanding of social & political changes which have impacted upon the organisation of families & the education system. |
To give students a deeper understanding of social & political changes which have impacted upon the organisation of families & the education system. |
Upon completion of the year 12 content, time will be spend developing revision & exam skills further. |
In the final half term, students will study Year 13 topics with the aim of bridging the gap between year 12 & year 13 content. |
Year 13 sequence of lessons
|
Subject |
Half Term 1 |
Half Term 2 |
Half Term 3 |
Half Term 4 |
Half Term 5 |
Half Term 6 |
|
Crime and Deviance - Interactionist and Labelling & Class. Media - Popular Culture and Globalisation Theory and Methods |
Crime and Deviance - Gender and Ethnicity. Media - Selection and Presentation Theory and Methods |
Crime and Deviance - Media and Globalisation Media - Representations/Audience models Theory and Methods |
Crime and Deviance - Control and Punishment. Media - New Media Theory and Methods |
Consolidation of Crime and Deviance Consolidation of Media Theories and Methods |
Exams |
|
|
Why we sequence the scheme of work this way |
Enable students to develop a critical understanding of why people may commit crime using familiar theories such as Functionalism and Marxism. In Media, students will consider the role Media plays in society today & its level of influence. |
Enable students to identify & explain trends in social behaviour within both the fields of Media & crime, discussing why such trends may occur. |
Allow students to see how media & crime are impacted by globalisation, allowing them to recognise that we are part of an interconnected, multicultural society. |
The final topics allow students to have a synoptic link at the units applying key ideas and theories that have been established throughout the year. |
To ensure that students are exam ready in preparation for their final A-level exams. |
