Another little bonus to add to yesterday’s offering from the work I’m currently 
doing on the concept of school climate and its possible effect on achievement.
This one comes in the form of a couple of pieces of research commissioned by the Institute of Physics that cover gendered subject choices at A-level.
Closing Doors: Exploring gender and subject choice in schools (2013) provides a raft of information on male-female representation across 3 “comparable pairs” of 6 A-level subjects:
• English and Mathematics: both core subjects at GCSE
• Biology and Physics: two science choices at A-level
• Psychology and Economics: A-level subjects not normally taught in earlier years.
Although the presentation, findings and commentaries are probably a little too dense to be given directly to
students, there’s plenty here for teachers to get their teeth into and selectively use. There is, however, a neat summary of the research right at the start that students will find helpful.
It’s Different for Girls (2012) is a companion piece to Closed Doors focused much more tightly on Physics A-level. Once again, probably not something to simply hand-out to students but, again, it’s a piece of research that teachers’ might find selectively rewarding.
If, for example, you were looking for examples of a “school climate” effect in relation to gender, it’s interesting that while the socio-economic background of a school has, as you might expect, a significant effect in terms of the raw numbers of those studying physics at A-level, there is little effect on cohort proportions. That is, the proportion of girls and boys studying a-level physics is similar across all socio-economic groups – an observation that suggests factors additional to social class impact on subject choice.
While the first film in the Gender and Crime series looked at the ideas of Gendering Crime (in every society males commit far more crimes than females) and masculinity as an explanation for greater male criminal involvement, this second film – once again built around interviews with Professor Sandra Walklate – focuses on women and crime (hence the title “Women and Crime”).
The first part identifies some reasons for the increase in female crime and criminality over the past 25 years (albeit from a very low base. Historically women commit far fewer crimes than men so even a relatively small increase in female crime results in quite large percentage increases). These include:
• Greater female freedoms
• Binge drinking
• Increased public domain participation
• Changing criminal justice practices
• Less judicial tolerance of female criminality
• Economic and demographic changes.
The second part looks briefly at the impact of 2nd wave feminist perspectives on criminology over the past 50 or so years, particularly in relation to issues of sexual and domestic violence. This part covers:
• Patriarchy
• Male power
• Sexual and domestic violence
• Empowering women
• Hidden deviance
• Expanding the criminological agenda.
It’s been a while since I’ve posted any Psychology Learning Tables (Knowledge Organisers by any other name) so I thought I’d make a start on the backlog I’ve collected so far (if you want to see the previous Tables you can find them here).
If you’re unfamiliar with the format, Learning Tables are used to summarise a section of the course onto a single sheet of A4 (although some Tables do take minor liberties with this basic format). While the general focus is, as the name suggests, “knowledge” many of these tables interpret this quite widely to include examples, applications and evaluation.
Which, as far as I can see, is Quite A Good Thing.
If you’re not as convinced – or you want to edit the information contained in each Table to your own particular teaching and learning preference – I’ve left the Tables in Word format for your editing pleasure.
Slavishly following the precedent I foolishly set for myself, this next batch of Tables are in no particular order other than alphabetical:
The second batch of a-level revision booklets covers that ever-popular topic, theory and methods.
As with previous offerings, both design and content can, at times, be a little variable and for this I take no responsibility whatsoever. Because I neither designed nor wrote any of the content. I am technically distributing it for your revision pleasure, however, so I do feel a modicum of responsibility for the materials.
Not enough, obviously, to indemnify you in any way, shape or form for any losses you may occur through using any of these resources. But enough to advise you it’s something of the nature of the beast that there’s frequently a trade-off between getting your hands on free resources and the currency of those resources. You need, in other words, to go through the resources you decide to use to check they conform to your current Specification: things, as they are wont to do, sometimes change. You also need to make sure you find ways of covering newer material that may not be included in these revision booklets.
That said, I’ve picked out some resources I think you might find useful and, where known, I’ve credited the appropriate source. Some might say this is so you know who to complain to if there’s anything you don’t like or understand but I would respond that it does you no credit to think that I might think like that. Or something.
Anyway, without further ado, you can if you so choose pick-up these free resources:
For those of you who just can’t get enough of free Knowledge Organisers, Learning Tables or Activity Mats, here’s a quick update on new materials.
The Hectic Teacher has added 30 new Beliefs in Society “Topic Summary Sheets” to the existing KO’s on Education, Family and Crime. This is for the AQA Specification, but a lot of the information can be applied to OCR, Eduqas or CIE (but this will obviously involve a bit of work on your part…).
These are all in pdf format but if you contact her and ask nicely they should be available as PowerPoint slides that can be edited to your particular lesson requirements.
Miss C Sociology on the other hand has been busy producing 
a new range of Organisers for both
A-level (Socialisation, culture and identity, Research Methods, Researching inequality, Globalisation and the digital world, Crime and deviance – all aimed at the OCR Specification but, once again, there is a degree of information cross-over with other Specs.) and GCSE (Key Concepts, Families and Households added thus far, with many more promised).
These are all available as PowerPoint Slides should you want to edit them in any way.
A couple of years ago I posted some A-level revision booklets / guides, one from Greenhead College on education and three from Tudor Grange Academy (Culture and Identity, Education, Research Methods).
On the basis that you can’t have too many revision booklets (although, thinking about it, you probably can) I thought I’d post a few more I’ve somehow managed to collect, starting with three really-quite-comprehensive booklets covering Beliefs in Society (AQA), although they also cover useful stuff on Religion (OCR, Eduqas, CIE etc.).
• Beliefs in Society is a comprehensive revision booklet that covers: definitions, theories, class, gender, age and ethnicity, organisations, science, ideology. It’s mainly brief notes with some relatively simple evaluation exercises.
• Beliefs in Society too covers much the same ground, albeit in a less-detailed way. I’m guessing this is actually a series of teaching PowerPoints, based on the Webb et al textbook exported to pdf. I could, of course, be wrong (although admittedly I rarely am).
• Religion and Ideology is by the same author (the somewhat enigmatic “Joe”) and although it suggests a focus on the “Ideology” section of the AQA Spec. it seems to interpret this brief very widely to look at theories, organisations, globalised religion, fundamentalism and a whole lot more. While it covers a lot of the same ground as the Beliefs in Society 2 booklet it generally does so in less detail. Combine the two and you’re got quite an effective set of revision (and indeed teaching) Notes.
The Learning Maps we’ve previously posted have rightly proven popular, both because of their quality and because they meet a need for tools that help students to structure their work in a simple and effective way – one that has the added bonus of providing a tightly-organised and highly visual method of revision.
Good as they are – and I’d certainly recommend downloading them to see how 
they meet your teaching needs – they’re generally designed for a specific (AQA) Specification and while they can be edited to meet the requirements of different Specifications, students and teachers, this involves time and effort that might not always be readily available.
This led me to wonder about creating a generic “one-size-fits-all” version of the Mats – one that involved teachers doing absolutely no work whatsoever in terms of creating Mats that could be used in a variety of situations and ways across a range of different Specifications.
What I’ve tried to do in this Mat Template, therefore, is focus on what I think are the key elements students would need to cover for a good knowledge and understanding of a concept, theory or method (although, to be honest, I’m not sure about how well the version I’ve designed would work with the latter). In basic terms, this might involve:
• Describing a concept / theory / method.
• Identifying its key proponents, critics and studies.
• Identifying its strengths and weaknesses.
“We’ll probably never really know what made two 10 year olds, Robert Thompson and Jon Venables, abduct, torture and then kill two year old James Bulger on a terrible February day a quarter of a century ago.
But there’s another question arising from the James Bulger murder that has implications for all of us.
Why did no-one intervene to help the defenceless toddler? “
In this short article, “Why Did No-One Help James Bulger?”, Steve Taylor looks at the case in the context of Bystander Intervention.
Although revision, in all its different forms and guises, is an integral part of any a-level sociology (or psychology) course it’s sometimes difficult to know how to help students revise in the most efficient, effective and productive way – and this is where the Memory Clock comes into play.
The Memory Clock is a revision system developed by Dr Caroline Creaby of Sandringham School, a mixed Comprehensive situated in St Albans, Hertfordshire that’s fast-developing into a hot-bed of interesting teaching and learning research led by practicing teachers.
If you want to know more about the work they do inside and outside of the classroom have a look at the Sandagogy web site. The excellent Learning Journals they publish are well worth a read.
Anyway, back to the main point of this post.
The Memory Clock is an easy-to-learn revision routine designed to help students structure their time in such a way as to make revision focused and productive. The pdf I’ve posted is a cut-down version of Training Manual that focuses on three things:
1. The various elements in the clock.
2. A short explanation of these elements.
3. A practice session based on a Sociological question. Although this example is “the future of childhood” you can obviously change this to whatever question you want your students to practice. Similarly, if you’re teaching Psychology just substitute your own question of choice.
Try it.
You (and your students) won’t regret it.
Update
If you want to save a bit of time (pun intended) there are a lot of “Memory Clock Templates” dotted around the web. Given the constraints imposed by having to stick to a clock system, however, these are much-of-a-muchness, so there’s probably no great advantage to be had searching for them. However, since some kind of pre-prepared template is better than none (unless you’re really into revision procrastination – making the materials you need to “properly revise” means you have to spend less time actually doing the boring revision part) I’ve found some examples you might find helpful:
• Revision Clock PowerPoint
• Revision Clock Picture
• Revision Clock PowerPoint templates (a selection of slightly different templates).
Back by popular demand and with a brand-spanking new set of Tables covering media, methods and education. Each Unit is by a different author and the quality is, at times, variable.
Media
These are pdf files so unless you’ve got a programme that will edit them you’re stuck with the information they have to offer. That said, they’re fairly recent (2015) and so are probably reasonably up-to-date and in line with the latest Specifications. There is, unfortunately, no indication of authorship…
• Ownership of the mass media
• New media, globalisation and popular culture
• Selection and presentation of news and moral panics
• Mass media and audiences
• Representations of the body
• Representations of ethnicity age and class
Methods
These are a little older (2009) and again authorship is a little hazy. On the plus side they’re in Word format so they can be easily edited if necessary.
• Experiments and Questionnaires
• Interviews
• Observation and Secondary Sources
Previous Tables you might find useful:
Education
Again, not sure who created these or indeed when they were created. However, they are in Word format if you want to edit them.
• Functionalism and Marxism
• Feminism, New Right, Interactionism
• Cultural and Material Factors
Previous Tables you might find useful:
A few months ago I ran a couple of blog posts that featured the work of Dr Julia Russell under the headings “Hard to Find Classics” and “More Hard to Find Classics”.
These files came from an online column she wrote, for a video-distribution company called Uniview, that I saved with a degree of prescience that, quite-frankly, surprised me. What was less-surprising is that I promptly managed to forget about the remaining files and they stayed unposted on my hard drive.
But that was then and this is now.
Which is spookily interesting (or maybe not) because the latest batch of files I’m posting goes under the “Then and Now” heading. The basic idea here was to take a “classic but dated” study and update it with contemporary evidence.
The format for each file is deceptively similar:
1. Identify and outline a classic psychological study (although, to be fair, the “outline” seems to have gone AWOL somewhere along the line. If you use the file you’ll probably need to give your students a basic idea of the original study).
2. Show how the original study has been updated, criticised, revised by later studies.
3. Add a glossary of key terms.
4. Finish with a range of activities to test student understanding.
I’ve a feeling there were only ever 5 “Then and Now” files created. Although I could be wrong I’m probably not because I was quite methodical in the stuff I saved. Anyway, the 5 files for your teaching and learning pleasure are:
Bandura, Ross & Ross’ (1961) “classic study demonstrating the acquisition of aggression through social learning”.
Dement and Kleitman’s (1957) “classic study which explored sleep and dreaming using electronic recording as well as observation and diary methods”.
Piliavin, Rodin & Piliavin’s (1969) “classic study investigating social behaviour”.
Samuel and Bryant’s (1984) (presumably classic) “study which evaluated the procedure Piaget had used to investigate children’s understanding of physical quantities”.
Freud’s (1909) “Analysis of a phobia in a five-year-old boy” describes and interprets the experiences, dreams and fantasies of a young boy who was studied by Freud and treated for his fears and anxieties”.
While Research Methods at a-level aren’t everyone’s cup of tea they can be interesting if students are given the time and space to bring together the theory with the practice. Unfortunately I can’t help you here with the practice (although I can give you a few pointers about how to carry-out a range of cheap ’n’ cheerful activities), but I can help with the theory.
This chapter kicks things off by looking at the idea of research design – from choosing a problem to research, through developing a testable hypothesis or research question, to data collection and analysis. Along the way the chapter takes in a range of research-centred ideas students will have to understand if they are to make the most of methods:
• Research respondents
• Types of representative sampling
• Types of non-representative sampling
• Pilot studies
• Concept operationalisation
• Reliability and validity
• Primary and secondary data
• Quantitative and qualitative data and methods
• Ethics
This new film, featuring contributions from Dr Giles Yeo and Dr Clare Llewellyn, examines the evidence for and against the influence of environment and genetics in explaining obesity.
The 16 minute film is split into three sections:
The first focuses on “Nurture” – the influence of environmental factors, from advertising to food processing, as an explanation for the huge mean weight increases in Western societies such as America and Britain
The second looks at “Nature” – genetic factors such as the FTO gene – as a way of explaining why some individuals appear to gain weight more easily than others.
The final section examines the idea that to truly understand obesity we need to think in terms of the relationship between our genetic make-up and our social ad physical environment.
The complete film is available to rent or buy On-demand.
Situational crime prevention is an area that has grown in significance over the past 30 years, both in terms of social policies towards crime and sociological / criminological solutions to “the problem of crime”; it involves, according to Clarke (1997), a range of measures designed to reduce or eliminate “opportunities for crime” in three main ways:
One potential difficulty for a-level students new to the concept, however, is the number and variety of different examples of situational crime prevention – from spatial and environmental controls (Designing Out Crime), through different forms of target hardening, to various types of formal and informal population surveillance and beyond.
To help students organize and make sense of this material, therefore, it can be useful to categorise it in terms of different situational crime prevention:
Strategies – the primary level of organisation and
Techniques associated with these strategies – the secondary level of organisation.
In this respect the work of Cornish and Clarke (2003) is instructive here because they identity 5 strategies that can be used as a primary level of organisation for ideas about situational crime prevention:
The secondary level of organisation identified by Cornish and Clarke involves 25 different crime prevention techniques (5 associated with each strategy) that can be introduced to students if you want them to dig deeper into situational crime prevention. These ideas will be introduced and explained in a subsequent post (probably, but not necessarily, called “Part 2″).
For a number of years Dr Julia Russell wrote a Psychology Column for a film distribution company called Uniview and when this company decided to call it a day all the resources she’d created disappeared from the web with nary a sound to indicate they’d ever been there.
However, with a display of foresight that, quite frankly, surprised me, I decided to save as many of the resources as I could because I think their scope and quality deserves a wider audience.
I decided to group the resources into a range of categories (studies, revision, science etc.), with the first batch being a series of commentaries on a number of “Hard-to-Find” classic studies.
Each file is professionally-produced and covers 5 areas of the selected study in some detail:
Aims, Procedure, Findings, Conclusion and Comments.
The file concludes with questions, activities and resources related to the study.
Held and Hein (1963) Movement-produced stimulation in the development of visually guided behavior
Van Ijzendoorn and Kroonenburg (1988) Cross cultural patterns of attachment. A meta-analysis of the Strange Situation
Jones MC (1924) A Laboratory of Fear
Palmer SE (1975) The effects of contextual scenes on the identification of objects.
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