BUNDLE - AQA GCSE Sociology Education Unit (SAVE 30%)

Ready-to-teach AQA GCSE Sociology Education bundle made up of 22 lessons on the following:

Topic 1 - Different types of education and schools

L1 Different types of education and schools:

• Detailed student led lesson on the different stages of education, the different types of schools and the state vs independent divide in education (including arguments for and against private schools). Lesson has been planned to stretch and challenge the most able and includes scaffolding to support all pupils with meeting the lesson objectives.

• This lesson also goes through the different types of schools for different ages: Nursery, Primary, Secondary, Sixth form and Higher education.

• PLEASE NOTE - Progress check activity requires students to think about the types of schools that apply to their school SO YOU WILL NEED TO EDIT (SCHOOL NAME AND ANSWERS) TO MAKE IT APPLICABLE TO YOUR SCHOOL.

• covers the following key terms: Nursery school and classes, Primary Schools, Secondary schools, Sixth form, Higher education, State schools, Academies, Free schools, Special schools, Faith schools, Grammar schools, Independent/ private schools, Specialist schools, National curriculum, Public schools (extension), Local Education Authorities (LEAs) (extension), Admission policy (extension), Ofsted (extension)

• ANSWERS FOR MOST ACTIVITIES INCLUDED (excluding the plenary)

• Includes a 3 marker with a success criteria and student-friendly mark-scheme.

• Key term and definitions sheet for the lesson included

• Resources can be found at the end of the PPT.

L2 State vs independent education and schools:

• Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand the difference between independent schools vs state schools and the arguments for and against the existence of independent schools.

• Cover the following key terms: Independent schools, Private schools, National curriculum, State-funded school

• Covers the following sociologists: The Sutton trust (2011)

• ANSWERS TO MOST ACTIVITIES INCLUDED

• Key terms you SHOULD know that link: State schools, Independent/ private schools, national curriculum, Public school (extension), Admission policy (extension), Marxism.

• Includes a school swap documentary with questions for students to answers

L3 Alternative forms of education and schooling:

• Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand alternative forms of traditional education (e.g. describe the alternative forms of educational provision, explain how the different forms of educational provision differ to traditional forms of education, analyse and evaluate the alternative forms of educational provision.

• Covers the following key terms: Home education/ home-schooling, Democratic education/ de-schooling, Vocational education and training

• Key sociologists mentioned that students should already be aware of: Ilich (extension)

• Answers to all main activities included

• Resources can be found at the end of the PPT

Topic 2 - Class differences in educational achievement

L4 Material deprivation:

• Detailed lesson with lots of scaffolding based on adaptive teaching that help students define material deprivation and identify examples and explain the role of material deprivation in causing class differences in educational achievement, in particular working-class underachievement.

• Covers the following key terms: Class differences in educational achievement, Educational achievement, External factors (home factors), Internal factors (school factors), Social class

• Covers the following sociologists: Halsey, Heath, Ridge (1980)

• Key term and definition sheet for the lesson included

• ANSWERS TO ALL ACTIVITIES INCLUDES

• Teaching to all activity included

• Makes references to key terms students should know- Promotes a spiral curriculum by making links to key terms that students might have previously been taught that link to this lesson.

• RESOURCES CAN BE FOUND AT THE END OF PPT

L5 Cultural deprivation:

• Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand

• Cover the following key terms:
  Material factors
  Cultural factors
  Cultural deprivation
  Speech code
  The elaborate code
  The restricted code
  Subculture
  Immediate gratification
  Deferred gratification
  Collectivism
  Individualism
  Fatalism
  Present-time orientation
  Future orientated

• Makes references to key terms that students may already know that link:
  Class differences in achievement
  Educational achievement
  External achievement
  External factors
  Internal Factors

• ANSWERS TO ALL MAIN ACTIVITIES INCLUDED

• RESOURCES CAN BE FOUND AT THE END OF PPT

• Teaching to all technique included

• Key term and definition sheet for lesson included

L6 Cultural capital:

• Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand the three types of identified by Bourdieu. Students will also be able to explain the role of cultural capital in causing class differences in achievement.

• Teaches the following key terms:

Cultural capital

Educational capital

Economical capital

Selection by mortgage (extension)

• Makes reference key terms students might have learnt whilst learning about Sugarman’s working and middle-class values:

Meritocracy

Future-time orientation

Deferred gratification

Individualism

• Covers Bourdieu’s key study

• Includes a 3 marker with detailed scaffolding to help students answer it. Student friendly mark-scheme included for this 3 marker.

• SOME ANSWERS INCLUDED.

• Includes key term sheet with definitions needed for the lesson.

• Includes dicsussion activity with prompts to promote oracy

• key term sheet for the lesson attached.

L7 Labelling:

• Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand the role of labelling in causing class differences in achievement.

• Covers the following key terms: Labelling, Self-fulfilling prophecy/Pygmalion effect, the ‘Halo effect’

• Covers the following sociologists: Becker, Rosenthal and Jacobson

• Includes key term and definition sheet needed for the lesson.

• Includes a discussion activity to promote oracy and engagement
  includes a 3 marker and detailed scaffolding to help students answer it.

• Also includes a student-friendly marker for self or peer assessment.

• ANSWERS FOR MOST ACTIVITIES INCLUDED

• Promotes a spiral curriculum by making links to key terms that students might have previously been taught that link to this lesson.

• Resources can be found at the end of the PPT

L8 Banding (Setting & Streaming):

• Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand class differences in achievement (setting and streaming)

• Covers the following key terms: Banding, Setting, Streaming, Mixed-ability class

• Covers the following sociologists: Ball

• Includes a starter activity that recaps content on class difference sin educational achievement that students should have covered so far and answers to these.

• ANSWERS TO ALL ACTIVITIES INCLUDED

• Includes a ‘teaching to all’ activity

• Includes key term and definition sheet for the lesson

• Promotes a spiral curriculum by making links to key terms that students might have previously been taught that link to this lesson.

L9 Pupil subcultures:

• Detailed lesson with lots of scaffolding based on adaptive teaching that help students describe how setting might cause pupils to form pupil subcultures. To explain how pupil subcultures might explain class differences in achievement . Students will also be able to analyse and evaluate pupil subculture as an explanation for class differences in achievement.

• Cover the following key terms: pro-school subcultures, anti-school subcultures/counter-cultures

• Covers the following sociologists: Willis

• ANSWERS TO SOME MAIN ACTIVITIES INCLUDED .

• Makes reference to key terms students may know: Banding, setting, pupil subculture, Norms, Values

• RESOURCES CAN BE FOUND AT THE END OF PPT

• Key term and definition sheet for lesson included

Topic 3 - Ethnic differences in educational achievement

L10 Ethnic differences in educational achievement - Cultural factors:

• Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand the patterns of ethnic differences in educational achievement, the role of cultural factors in causing ethnic differences in achievement and to analyse and evaluate the role of different cultural factors in causing ethnic differences in achievement.

• Covers the following sociologists: Lupton, Sewell, Clarke, Bhatti, Sugarman, Bernstein

• Covers the following key terms: Ethnic differences in educational achievement, ethnicity

• Answers to all main activities included.

• Makes reference to the following key terms students should know that link: Race, Ethnic groups

• Introduces students to patterns of ethnic differences in educational achievement.

• Main activity is planned as a carousel activity that allows students to collect information on the cultural factors that might affect different ethnic groups and capture this on a sheet that I printed in A3.

• RESOURCES CAN BE FOUND AT THE END

L11 Ethnic differences in educational achievement - Material factors:

• Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand the relationship between poverty and ethnicities, the role of material deprivation in causing ethnic differences in achievement, and to analyse and evaluate the role of material deprivation in causing ethnic differences in achievement

• Covers the following key terms: Racism, Racial discrimination

• Refers to the following key terms students may know that link: Ethnic differences in achievement, External factors vs Internal factors, Cultural vs Material factors, Cultural deprivation, Culture, Norms, Values, Speech codes, Restricted code vs Elaborate code, Social inequality, Primary socialisation

• RESOURCES CAN BE FOUND AT THE END OF PPT

• Answers to MAIN activity included

• Includes a discussion activity with prompts and sentence starts to promote oracy.

• Includes a 4 marker with detailed scaffolding to help students with answering it.

L12 Ethnic differences in educational achievement - Labelling & Banding:

• Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand how labelling, setting and streaming might affect achievement. Students will be able to explain how labelling, setting and streaming might cause ethnic differences in achievement.

• Cover the following key terms: stereotypes

• Covers the following sociologists: Gillborn and Mirza, Wright, Mirza, Youdell and Interactionist

• Key terms you should know: Ethnic differences in achievements - External factors vs Internal factors - Labelling/ teacher expectation - Cultural vs Material factors - Self-fulfilling prophecy – Setting - Streaming - Interactionism vs Structuralism - Social inequality- Processes  - Ethnic group – Educational achievement

• Resources can be found at the end of PPT

• Lesson also covers banding (setting and streaming) as a form of labelling.

• Teaching to all activity included as a progress check activity

• ANSWERS TO MOST ACTIVITIES INCLUDED

• Visual icons included

• Starter activity involves students recapping previous knowledge that students should know about ethnic differences in educational achievement, labelling (learnt during class differences in educational achievement), banding (setting and streaming) and interactionism

L13 Ethnic differences in educational achievement - Institutional racism:

• Detailed lesson with lots of scaffolding based on adaptive teaching that help students identify and describe the different ways schools might be institutionally racist and explain how institutional racism might cause ethnic differences in achievement.

• Includes a teaching to all activity

• ANSWERS FOR SOME ACTIVITIES INCLUDED

• Includes two videos as activities

• Cover the difference between individual and institutional racism and how labelling links to both.

• Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand how institutional racism might cause ethnic differences in achievement.

• Cover the following key terms: Institutional racism, Ethnocentric curriculum, Admissions policy, Exclusion policy and Racism. Formal curriculum (extension) and Hidden curriculum (extension)

• Covers the following sociologists: David and Ball

• key terms you should know: Ethnic differences in achievement - External factors vs Internal factors – Educational achievement – Ethnicity - Labelling/Teacher expectation - Cultural vs Material factors - Self-fulfilling prophecy – Banding -  Setting - Streaming - Interactionism vs Structuralism - Social inequality - Processes -  Ethnic group - national curriculum

• Resources can be found at the end of PPT

Topic 4 - Gender differences in education (achievement & subject choice)

L14 Why might girls' educational achievement improved?

• Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand patterns in gender differences in educational achievement.

• Cover the following key terms: Gender differences in educational achievement, Girls Into Science (GIST), Girls and Technology and Education (GATE)

• Covers the following sociologists: Sharpe & Goard

• Key terms you should know: Educational achievement, Feminism, Sex discrimination (Sexism), National curriculum

• Resources can be found at the end of PPT

• key term for the lesson attached

• ANSWERS TO MAIN ACTIVITIES INCLUDED

• Exam style 4 marker (with no item) included with detailed scaffolding to help students answer it.

L15 Why are boys underachieving (internal & external factors)?:

• Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand gender differences in educational achievement.Students will be able to identify and explain the factors that have led to the relative underachieve of boys.

• Cover the following key terms: Bedroom culture, Then feminisation of education, Laddish subcultures, Manufacturing industry/ manual jobs (extension).

• Covers the following sociologists: Sewell, Willis, Francis

• Key terms you should know: Differences in educational achievement, Sex vs gender, Gender roles, Femininity, Masculinity, Primary socialisation, Canalisation, Anti-school vs pro-school subcultures, Pupil subcultures  Secondary socialisation,  Agency and agents of socialisation and social control, Labelling, Self-fulfilling prophecy

• Resources can be found at the end of PPT

• key term for the lesson attached

• SOME ANSWERS INCLUDED

• Includes a teaching to all progress check activity

L16 Gender differences in subject choice:

• Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand factors that might influence subject choices for females and males.

• Detailed information sheet for main task (carousel activity)

• Detailed key term and definition sheet for the lesson included

• 4 marker (no item) with detailed scaffolding to help students answer it.

• Cover the following key terms: Gendered subject choice, Gender differences in subject choice, peer pressure, peer group, gender identify and image, gendered career opportunities.

• Covers the following sociologists: Elwood, Kelley, Colley, Dfe, Paetcher, Dewar, Institute of Physics

• Key terms you should know: Girls and Technology and Education(GATE), Girls into Science (GIST)

• Resources can be found at the end of PPT

• Answers to all questions.

Topic 5 - The role of education

L17 Functionalists’ role of education
Detailed lesson with lots of scaffolding based on adaptive teaching that helps students identify, describe and explain the functionalist roles of education, and analyse and evaluate how far education performs them.

• Covers the five functionalist roles: instilling social solidarity/cohesion, teaching specialist skills for work, bridging the gap between the family and wider society, meritocracy and achieved status, and role allocation.

• Covers the following key terms: Role/function, Formal curriculum, Hidden curriculum, Specialist skills, Social cohesion/solidarity, Particularistic standards, Universalistic standards, Ascribed status, Achieved status, Role allocation, Meritocracy, Social mobility (extension).

• Covers the following sociologists: Durkheim, Parsons, Davis and Moore.

• Makes reference to the following key terms students might know to promote a spiral curriculum: Functionalism – Structuralism – Consensus vs conflict theory – Value consensus – Organic analogy – Social order – Norms – Values – Culture – Socialisation – Primary vs secondary socialisation – Agencies and agents of socialisation – Social control – Curriculum – National curriculum.

• RESOURCES CAN BE FOUND AT THE END OF PPT - print table and info sheet in A3

• ANSWERS INCLUDED for the main activities, exam questions and progress checks (model answers highlighted in red).

• INCLUDES A KEY TERM SHEET WITH DEFINITIONS FOR THE LESSON.

• Do Now retrieval starter; explicit key term instruction with Think-Pair-Share memorisation

• a fully scaffolded activity table with sentence starters and structured explanation stems

• dual coding image-based application rounds (whole-class finger-response AFL); DEEPER THINKING analysis prompts on every function

• live marking prompts (Check, Correct and/or Develop your answers)

• PEE writing structure with success criteria for 4 makers

• spiral curriculum links to prior learning.

• Includes 12-mark Discuss question, with an AGREE/DISAGREE planning grid and command word support.

L18 Marxists’ role of education
Detailed lesson with lots of scaffolding based on adaptive teaching that helps students recap the Marxist view of society, explain the role of education from Bowles and Gintis' perspective, and analyse and evaluate the Marxist perspective of education.

• Covers the following key terms: Correspondence principle, Alienation

• Covers the following sociologists: Bowles and Gintis, Willis and their key studies

• Makes reference to the following key terms students might know to promote a spiral curriculum: Marxism – Capitalism – Hidden curriculum – Formal curriculum – Meritocracy – Proletariat – Bourgeoisie – Ownership – Interests – Means of production – Agency of socialisation and social control – Agents of socialisation and social control – Culture – Norms – Values – Secondary socialisation – Value consensus – Counter-culture – Laddish subculture – Pupil subculture

• Includes a DO NOW retrieval starter recapping the Marxist view of society, with answers

• Includes a double-sided A3 worksheet on Bowles and Gintis and Willis with detailed scaffolding

• Includes a fill-in-the-gap consolidation activity with a word bank

• Includes a PROGRESS CHECK 3 marker with command word guidance, success criteria and a mark scheme

• Includes DEEPER THINKING tasks throughout

• INCLUDES THINK–PAIR–SHARE comparing functionalist and feminist views of the correspondence principle

• ANSWERS INCLUDED for the main activities via CHECK, CORRECT AND/OR DEVELOP YOUR ANSWERS slides

• Resources can be found at the end of the PPT

L19 Feminist role of education
Detailed lesson with lots of scaffolding based on adaptive teaching that helps students recap the feminist view of society, explain the feminist view of the role of education using examples of processes within the education system, and evaluate it by comparing and contrasting it with functionalist and Marxist views.

• Covers how the hidden curriculum transmits patriarchal values, gendered subject image and gendered subject choice, gendered language and labelling, and the gender division of labour in schools.

• Covers the following key terms: Role (or function) of education, Patriarchy, Hidden curriculum vs Formal curriculum, Gender roles, Gender socialisation, Canalisation, Gender inequality, Gendered subject image, Labelling, Determinism, Meritocracy, Correspondence principle, Role allocation, Specialist skills, Value consensus, Social cohesion

• Covers the following sociologists: Heaton and Lawson (and makes reference to the following sociologists students might know Durkheim, Parsons, Bowles and Gintis, Willis)

• Makes reference to the following key terms students might know to promote a spiral curriculum: Internal factors – Processes – Gender differences in subject choice – Sex – Gender – Feminism – Agents and agencies of socialisation – Agents and agencies of social control – Social structures – Systems – Culture – Norms – Values – Social processes – Socialisation – Positive sanctions vs Negative sanctions – Primary socialisation – Secondary socialisation – Structuralism vs Interactionism – Conflict theories vs Consensus theories

• Includes a video as an activity

• Includes a Think–Pair–Share evaluation activity and a whole-class progress check

• Includes deeper thinking stretch and challenge tasks throughout, plus a mind-map comparing feminist, functionalist and Marxist views with a similarities and differences breakdown for high-attaining students

• Comparison mind-map task with answers of functionalist, Marxist and feminist views, with completed answer slides and similarities/differences

• PRINT WORKSHEETS IN A3 DOUBLE-SIDED

• INCLUDES 12 MARKER with detailed success criteria and sentence starters

• ANSWERS TO ALL MAIN ACTIVITIES INCLUDED

• RESOURCES CAN BE FOUND AT THE END OF PPT

• Fully editable PowerPoint, ready to teach with no preparation required. Colour-coded throughout: key terms in pink, key sociologists in purple, examples in orange italics and answers in red italics.

Topic 6 - Educational policy

L20 Educational policies before 1988:
Detailed lesson with lots of scaffolding based on adaptive teaching that helps students know the main educational policies before 1988 and explain the impact of those policies, and apply and evaluate sociological perspectives on them (built around meritocracy, social mobility and class inequality arguments).

• Covers the following key terms:Education policy, Education reform, The tripartite system, Secondary modern schools, Secondary grammar schools, Secondary technical schools, Comprehensive system, Eleven-plus exam, Compulsory [state] education, Selective schools, State-run schools (extension), State-funded schools (extension), Catchment area (extension), Industrialisation/industrial revolution (extension).

• Makes reference to the following key terms students might know, to promote a spiral curriculum:Grammar vs comprehensive schools – Academies/free schools – State-run education/schools – Working-class subculture – Culture – Norms – Values – Setting – Mixed-ability classes – Banding – Local Education Authority (LEA) – Independent/private schools – Social class – Proletariat – Bourgeoisie.

• DO NOW retrieval starter on the features of state schools and state-controlled schools

• Timeline-building activity covering the 1944 Education Act, the 1965 Comprehensive Act and the 1988 Education Reform Act

• Advantages and disadvantages sorting activity on the tripartite and comprehensive systems, provided as a blank version and a fully modelled answer version

• DEEPER THINKING stretch prompts throughout

• Optional discussion task on whether selective testing should be abolished, with sentence starters

• Exam practice: a choice of 'Describe' and 'Identify and describe' 3-mark questions.

• INCLUDES A KEY TERM SHEET WITH DEFINITIONS FOR THE LESSON

• ANSWERS FOR ACTIVITIES INCLUDED

• Pedagogical strategies include:retrieval practice, explicit vocabulary instruction, modelling and worked answers, scaffolding, metacognitive prompts, adaptive teaching, stretch and challenge, and assessment opportunities.

• RESOURCES CAN BE FOUND AT THE END OF THE PPT.
  

L21 The marketisation of education:
Detailed lesson with lots of scaffolding based on adaptive teaching that helps students define marketisation, explain the impact of the 1988 Education Reform Act on the British education system and the policies it brought about, and analyse and evaluate the impact of the marketisation of education using Ball.

• Covers the following key terms: Marketisation, Marketisation of education, Market forces (extension), Privatisation, Privatisation of education, Competition, Parental choice (parentocracy).

• Covers the following policies and reforms: 1988 Education Reform Act, League tables, Ofsted reports, Academies, Free schools, Specialist schools, Open enrolment, Business sponsorship and Formula funding.

• Covers the following sociologists: Ball et al. (Market Forces and Parental Choice) and Ball (1981, Beachside Comprehensive - banding).

• Makes reference to the following key terms students should know to promote a spiral curriculum: Education reform/policy – Labelling – Streaming – Setting – Banding – Academies – Free schools – Differences in achievement (class, gender, ethnicity) – Internal vs External factors – Local Education Authority (LEA) – Social processes.

• Includes three DO NOW activities (as lesson is designed to be taught in at least two lessons.

• Includes a policy matching activity with a full answer table for every policy.

• Includes an advantages and disadvantages task with modelled answer tables.

• Includes a whiteboard retrieval sequence using images to symbolise each marketisation policy.

• Includes a reading and comprehension activity on Ball et al. with answers.

• INCLUDES 3 MARKER, 4 MARKER AND 12 MARKER EXAM QUESTIONS with success criteria and sentence stems.

• Includes the NEW 4 marker 'perspective' question with Item D and scaffolded success criteria.

• INCLUDES A TEACHING TO ALL ACTIVITY

• Deeper thinking prompts for stretch and challenge throughout.

• ANSWERS TO MAIN ACTIVITIES INCLUDED.

• INCLUDES KEY TERM SHEET WITH DEFINITIONS FOR THE LESSON.

• Resources can be found at the end of the PPT.

• Pedagogical strategies: retrieval practice, explicit vocabulary instruction, modelling and worked examples, scaffolding, metacognitive prompts, adaptive teaching, stretch and challenge, and regular assessment opportunities..

L22 Educational policies that tackle educational inequality:

• Detailed lesson with lots of scaffolding based on adaptive teaching that helps students recap the main education policies and reforms that have had an impact on the education system, explain using examples how education policies or reforms have tackled inequality in education, and analyse and evaluate the extent to which education policies and reforms have tackled inequality in education.

• Covers (recaps) class, ethnic and gender inequality in education in a single lesson, building towards a whole-class debate on the statement "Education policies overall have tackled inequality in education".

• Covers the following key term: Educational inequality.

• Covers the following educational policies and reforms: Free school meals (FSM), Pupil premium, Education Action Zones, Aim Higher, Education Maintenance Allowance (EMA), 16 to 19 Bursary Fund, National Literacy Strategy, City Academies, Compensatory education, Sure Start, Assimilation policies, Race Relations Act 1976, Multicultural education, Social inclusion policies (ethnic monitoring, Saturday schools, English as an Additional Language), National Curriculum, Comprehensive schools, GIST, GATE, Raising Boys' Achievement, Reading Champions, Playing for Success, Dads and Sons Campaign.

• Covers the following sources and evidence: DCSF (2000) and Ofsted findings on pupil premium and EMA.

• Makes reference to the following key terms students might know to promote a spiral curriculum: Educational policies/reforms – Education policy – Marketisation – Open enrolment – Academies – Free schools – Formula funding – League tables – Ofsted reports – Tripartite system – Grammar schools – Comprehensive schools – Canalisation – Class differences in educational achievement – Ethnic differences in educational achievement – Gender differences in educational achievement – Gender differences in subject choice – External vs Internal factors – Cultural vs Material factors – Material deprivation – Cultural deprivation – Speech codes – Gender role socialisation – Gendered subject images – Gendered career opportunities.

• Includes a DO NOW retrieval task with paired talk and modelled sentence starters recapping every reform studied so far.

• Includes an ACTIVATE research task with a full information-gathering table and a guidance frame.

• Includes four PROGRESS CHECK slides using whole-class "on your fingers" responses to check which inequality each policy was introduced to tackle.

• Includes DEEPER THINKING and stretch and challenge prompts throughout, asking students to judge which policies contributed the most and the least, and why.

• Includes a structured class debate with scaffolding for argument, counter-argument and rebuttal.

• Includes a "most useful / least useful" evaluation grid to build analysis and evaluation skills.

• INCLUDES 3 MARKER.

• RESOURCES CAN BE FOUND AT THE END OF PPT.

• Pedagogical strategies used: Retrieval practice; explicit vocabulary instruction with prior knowledge key term lists repeated across the objectives, activate and demonstrate slides; modelling and worked sentence starters; scaffolded table frames; metacognitive prompts asking students to justify their most/least judgements; adaptive teaching through layered task framing and hint boxes; whole-class responsive checks for understanding; opportunities for stretch and challenge; and an exam-style assessment opportunity with success criteria.