•Detailed lesson with lots of scaffolding based on adaptive teaching that helps students define the domestic division of labour, conjugal roles and joint and segregated conjugal roles, explain the domestic division of labour in traditional families, and consider functionalist and feminist views of it.
•Covers the following key terms: Domestic labour, Domestic division of labour, Conjugal roles, Conjugal, Joint conjugal roles, Segregated conjugal roles, Instrumental role, Expressive role, Breadwinner, Dual-career family, Child rearing, Traditional, Conventional nuclear family, Cereal packet family (extension), Social control (extension), Pre-industrial society (extension), Industrial Revolution (extension), Consumption (extension).
•Covers the following sociologists: Bott, Parsons (1955) and Oakley (1982).
•Makes reference to the following key terms students should know to promote a spiral curriculum: Family – Family structure/type – Nuclear family – Traditional [society] – Family diversity – Agency/agents of socialisation – Primary socialisation – Canalisation – Organic analogy – Nature vs Nurture – Instincts – Innate – Socialisation – Value consensus – Gender – Sex – Family form – Functionalism – Consensus theory – Conflict theory – Social institution – Patriarchy – Feminism – Gender roles – Gender socialisation.
•Retrieval starter recapping marketisation with modelled 4 marker success criteria.
•Think–Pair–Share and Teaching to All activities.
•Progress check questions on instrumental and expressive roles.
•Deeper thinking questions for stretch and challenge.
•4 marker ‘perspective’ exam question with detailed scaffolding
•Gap-fill consolidation task on conjugal roles.
•INCLUDES KEY TERM SHEET WITH DEFINITIONS FOR THE LESSON.
•ANSWERS TO ACTIVITIES INCLUDED.
•RESOURCES CAN BE FOUND AT THE END OF THE PPT.
•Detailed lesson with lots of scaffolding based on adaptive teaching that helps students define the domestic division of labour, conjugal roles and joint and segregated conjugal roles, explain the domestic division of labour in traditional families, and consider functionalist and feminist views of it.
•Covers the following key terms: Domestic labour, Domestic division of labour, Conjugal roles, Conjugal, Joint conjugal roles, Segregated conjugal roles, Instrumental role, Expressive role, Breadwinner, Dual-career family, Child rearing, Traditional, Conventional nuclear family, Cereal packet family (extension), Social control (extension), Pre-industrial society (extension), Industrial Revolution (extension), Consumption (extension).
•Covers the following sociologists: Bott, Parsons (1955) and Oakley (1982).
•Makes reference to the following key terms students should know to promote a spiral curriculum: Family – Family structure/type – Nuclear family – Traditional [society] – Family diversity – Agency/agents of socialisation – Primary socialisation – Canalisation – Organic analogy – Nature vs Nurture – Instincts – Innate – Socialisation – Value consensus – Gender – Sex – Family form – Functionalism – Consensus theory – Conflict theory – Social institution – Patriarchy – Feminism – Gender roles – Gender socialisation.
•Retrieval starter recapping marketisation with modelled 4 marker success criteria.
•Think–Pair–Share and Teaching to All activities.
•Progress check questions on instrumental and expressive roles.
•Deeper thinking questions for stretch and challenge.
•4 marker ‘perspective’ exam question with detailed scaffolding
•Gap-fill consolidation task on conjugal roles.
•INCLUDES KEY TERM SHEET WITH DEFINITIONS FOR THE LESSON.
•ANSWERS TO ACTIVITIES INCLUDED.
•RESOURCES CAN BE FOUND AT THE END OF THE PPT.
