1.
Scheme of Work: A2 Sociology – Beliefs in Society (Unit 3)
Course Code: Start: TBC - Qualification Aim: Unit 3 Timetabled: Course Code:
Subject Code: Exam: 17 January
2013
Course Leader: DM End: TBC- Level: 3 Venue: NC Lecturer: Mark Owen
Incorporation of ECM Outcomes and Promotion of Equality of Opportunity
As professional practitioners working within the learning environment, we must take into account various Governmental policies,
which aim to safeguard our learners and comply with recent OFSTED inspection outcomes. One in particular is that of Every Child
Matters, which forms part of The Children’s Act 2004. Every Child Matters comprises of four main aims, which include:
1) Being healthy: enjoying good physical and mental health and living a healthy lifestyle
2) Staying safe: being protected from harm and neglect and growing up able to look after themselves
3) Enjoying and achieving: getting the most out of life and developing broad skills for adulthood
4) Making a positive contribution: to the community and to society and not engaging in anti-social or offending behaviour
5) Economic well-being: overcoming socio-economic disadvantages to achieve their full potential in life.
Every Youth Matters: working alongside this adaptation of ECM, the educational provider will do its upmost to challenge and engage
young people, provide advice and guidance for young people, including information relating to HE and employment; aiming to raise
educational aspirations. Furthermore the provider will continue to build local and national contacts within society, in order to ensure an
availability of different services for the learner. Equality and Diversity: E&D is achieved through positive relations between staff and
students, working within a multi-cultural and accessible learning environment and through teaching, and education.
The College maintains a Zero-tolerance disciplinary procedure whereby any acts of discrimination are dealt with immediately. Zero

2.
tolerance is underpinned by the Equality Duty (2011), which makes it unlawful to discriminate on the grounds of gender, age,
ethnicity, sexual orientation and religion.

3.
Recommended secondary material
Webb et al. (2009). A2 Sociology. Napier Press: London
Holborn et al. (2011). Student support materials for AQA A2 Sociology. Collins Education: London
Webb et al. (date unknown). Succeed at A2 Sociology. Napier Press: London
Garrod, J. (2002). A2 Sociology AQA. Phillip Allan: Oxfordshire& Revision flashcards
Csaky et al. (date unknown). A2 Sociology. Coordination Group Publications: Newcastle upon Tyne
2001 Census Data

4.
ECM Outcome Course Content Area
Stay Safe Teacher awareness of: maltreatment, neglect, violence and sexual exploitation,
injury, bullying & discrimination and crime and anti – social behaviour (Attend and
complete relevant safeguarding training)
Awareness of different forms of Religious fundamentalism within contemporary
society
Challenging common stereotypes of religious fundamentalism within contemporary
society
Be Healthy Students allowed/encouraged to drink water throughout lessons
Allowing for breaks where possible in lessons
Adherence to relevant Health and Safety and fire regulation
Enjoy and Achieve Revision/support sessions offered prior to exams
1 on 1 academic mentoring offered
Use of chief examiner revision session
Transferable skills: individual and group work, presentations, role play, ICT/emerging
technologies – You-tube, Podology, Guardian & S-Cool, literacy – writing, numeracy
– crime statistics/trends/patterns and speaking and listening
Course suggestion boxes aiming to improve the quality of teaching and learning
within these sessions
Allowing for a motivated and friendly learning environment for all learners
Preparing lessons in order to adhere to different learning styles and maintain
inclusivity
Achieve Economic Well- Understanding legitimate measures to take, in order to achieve economic
being wellbeing;

5.
To promote Higher Education (Social Sciences) in achieving greater academic and
economic well being
Make a Positive To enjoy class discussion, contribute
Contribution
To allow for a safe and inclusive learning environment
To prepare lessons in order to cater for different learning styles
To create an inclusive and friendly learning environment for learners
Promote Equality of To discuss the diversity in society today
Opportunity
Understanding the diversity of Religion within our multi-cultural society
To actively contact members of the community, in order to raise awareness of
different religious groups

6.
Preferred learning methods: A2 Sociology
Learning methods Very Frequently Frequently Occasionally Rarely Never
ICT –
Youtube/Smartboard
Group work
Paired work
Group research
Individual
assignments
Role plays
Class dictation
Debates
Recap games
Student seminars
Q&A
Quizzes
Assignment lessons
Field trips
Presentations
Class Discussions
Guest speakers

7.
Aims and objectives
Introduction Aim: To introduce the unit of Beliefs in Society, the course
structure and Sociological definitions and theories of Religion
1) Define various Sociological definitions of Religion, alongside
key examples
2) To investigate different Sociological theories of Religion and its
role within contemporary society
3) To evaluate key Sociological definitions and theories of
Religion
Functionalist Aim : Investigate Functionalism and their belief of Religions main
functions within society
1) Highlight traditional Functionalism thought of Religion, as well
as evaluating key terms and concepts
2) Investigate the role of religion in providing functions for
contemporary society
3) To introduce the debate of Religion as a force of consensus or
social change
4) Highlight civil religion and its role within contemporary society
Marxist/Weberiam Aim: To investigate religion as a form of conflict within society, in
comparison to Functionalist thought
1) Investigate traditional Marxist explanations of Religion
2) Highlight Religion as a force of conflict and consensus
3) To evaluate traditional Marxist thought, while demonstrating
key application
4) To investigate Religion as a form of Revolutionary change,
while maintaining a dual character
5) To introduce Werbiam perspectives of Religion as a form of
social change
Exchange theory and Phenomenology TBC
Post-modernism Aim: To introduce learners to the theory of post-modernism,
linking with Religion

8.
1) Define post-modernism with examples used throughout the
lesson
2) Introduce post-modernist theorists and the consumer culture
3) Illustrate the decline in religious attainment through national
statistics
4) Describe and give reasons for the development of
Fundamentalism
5) Briefly understand the application of NRMs/NAM’s within the
post-modern theoretical perspective
Religious organisations Aim: To introduce learners to the varying categories of different
religious organisations
1) Learners will be able to define different forms of religious
organisations
2) Learners will be able to illustrate the rise of sects and
denominations, with reference to Bruce
3) Learners will be able to define Wallis’s typologies of world-
affirming, accommodating and rejecting; as well as
highlighting evaluation
4) To understand individual motivation and recruitment into NRM’s
5) To evaluate and criticise the relevancy of NRM’s within
contemporary society.
Religious organisations (NRM) Aim: To investigate the growth of NAM’s and NRM’s within a post
modern society and evaluate through the secularisation debate
1) Students will consolidate existing knowledge from previous
sessions
2) To highlight and provide examples of NAM’s within
contemporary society
3) To understand and criticise evidence suggesting a spiritual
revolution
4) Incorporate and evaluate the growth of NRM’s and NAM’s
within a secular society
Gender & Feminism Aim: To investigate and analyse the role that women have within
religion, linking with the theory of feminism
1) Highlight trends and patterns within official statistics, identifying
patterns of attendance in terms of gender
2) Illustrate reasons why women are attracted to religious
organisations; including NRM’s & NAM’s
3) Investigate traditional and contemrpoary representations of
women within religion, identifying an array of different religious

9.
organisations/belief systems
4) Illustrate these representations while linking with the conflict
theory of feminism
5) Highlight methodological implications of such statistics, linking
with female employment.
6) Illustrate evaluation of Feminism
Age & Class and Religion Aim: To investigate the social distribution of religious
participation amongst different ages and classes within
contemporary society
1) Recap and consolidate previous taught knowledge
2) To analyse trends and statistics, demonstrating different levels
of participation relating to age and class
3) Consolidate existing knowledge of post modernism, while
linking to participation and age (link with A02: Evaluation of
stats)
4) To re evaluate the roles of NRM’s and NAM’s in understanding
religious participation amongst different social classes and
ages
5) To apply and evaluate both Marxism and Weberiam
understanding of religious participation
Ethnicity and Religion Aim: To investigate the impact of globalisations and different
ethnic religious identities within contemporary society
1) Highlight and revise key concept and debates covered last
lesson
2) Define and evaluate different definitions of ethnicity
3) Define and apply the term: globalisation and its effects upon
contemporary British society
4) Investigate and evaluate religious attendance and belief within
different ethnic backgrounds
5) Explore and evaluate explanations of religious ethnic identities
Fundamentalism Aim: To investigate contemporary debates involving
fundamentalism
1) To recap explanations of secularisation and review the
secularisation debate
2) To highlight potential explanations of fundamentalism within
contemporary society
3) Apply examples of religious fundamentalism when explaining
theory
4) To recap post modernism and its explanations of religious

10.
fundamentalism, along with critique
Secularisation 1) To analyse explanations for the development of secularisation
within contemporary society
2) To investigate the secularisation debate within contemporary
society
3) To describe and evaluate evidence for secularisation
4) To describe and evaluate evidence against secularisation
5) To examine and assess a 33 marker essay question on
secularisation
Secularisation (Global account) 1) Recap on previous explanations of secularisation and the
secularisation debate
2) To investigate global examples of secularisation, while
evaluating Eurocentric knowledge
3) To analysis the increasing awareness of religious
fundamentalism within both national and international realms
4) To investigate secularisation within America, contrasting
religion with civil religion
Overview TBC
Overview TBC

11.
Scheme of Work
Week/ Main Topic/ Content Embedded Content: Teaching and Learning Resources Assessment/
Date Objectives Functional skills Methods including use of ILT Homework
Links to
FERN
Introduction to the SCLY3 Module ICT: Smart board / Learners to brainstorm the Exam technique Reading
-Content and Structure. YouTube difference between A01 and handbook Ch1 from
A02 marks in preparation for AQA A2
Exams/Exam layout Group work : exam. Sociology
Brainstorming/group & (Nelson
Expectations class debates Friends Episode: Ross & Thornes)
(What is Religion) Ppt on religion & Science with Phoebe on evolution
Defining Belief: Science vs. video links to prompt discussion
Religion Literacy: worksheets to http://www.youtube.c Have a
complete & reading The role of religion and om/watch?v=pr4UkL- think: Could
(Scientific belief systems) Students throughout lessons Science within contemporary Nationalism
TcHk
to discuss whether science is (strong emphasises society – discussion. be a
taking over from religion upon evaluation) Richard Dawkins religion?
W/S‟s to complete alongside interview: (Link with
To examine the difference this –practise précis writing skills Durkheim
http://www.youtube.c
between open and closed belief by reading and interpreting and Civil
sources and completing om/watch?v=pAPnKm Religions
systems XNPDM
worksheet tasks (questions, next lesson)
- Popper tables)
- Merton – CUDO norms
Smart board and
Closed belief system: Religion capture sheet hand
What is religion? (Discussion) out (WS)
Examine the role of belief,
science, rationality, atheism, Teacher led exercise discussing
spirituality and paradigms. the various definitions of
Religion, while linking with
Definitions of religion: (Religious Functionalism.
belief systems) Functional,
substantive &polythetic http://www.youtube.c

12.
Inclusive & exclusive definitions om/watch?v=u4jQuz8
Learners to read and research 5m6s - Scientology
the “religion” of Scientology;
aiming to discover what http://www.guardian.c
definition it falls under. o.uk/world/2009/aug/2
Social Constructionist Definitions : 9/scientology-france-
Scientology – a real religion? legal?INTCMP=SRCH
http://www.independ
ent.co.uk/news/world/
americas/the-secrets-
of-scientology-
474636.html
Text books A2
Sociology Webb et al
& AQA Sociology A2
by Cameron et al.
Boardwork
A2 Sociology
handbook,
W/S on defining
ideology, belief,
religion & science
W/S on definitions
(ROW)
12th Functionalist Perspectives on ICT: Smart board/You Mind map starter: The PPT: Tischler, Durkheim, 18 mark
Sept Religion Tube Functionalists – what did we Bellah essay
learn in AS? (How would they response:
Tischler: Functions of religion Debates: what did we characterise religion?) Aldridge reading
Science
learn? Application:
Durkheim:Totemism/ Group How could we apply Examining the key authors, A2 Sociology by Webb

13.
identity/ The scared and profane/ previous content & linking Bellah to modern day et al, Topic 1 &Religion
link with contemporary Mecca/ knowledge of chosen examples of civil religion. Link
Cognitive functions area & The purpose of with the American
Religion Dream/Nationalism/All under
Malinowski: Socio-psycholoigcal one God/ National Anthems
functions History: contemporary
examples of civil Students to cite eg‟s of civil
Parsons: Meaning of life& religions & nationalism religion and discuss the real
upholding societies central values relevancy of Functionalism
Essay: Application & within today‟s society.
(link with the ten
essay skills &
commandments) Evaluation Link with Post Modernism (A02
critique)
Bellah: Civil religion/ American
E&D: Religious
Dream/ Nazi Germany – political
fundamentalism
belief systems
A02: Northern Ireland, Religious
Fundamentalism, Clash of
Civilisations (Huntingdon),
Feminism, Marxism & Engels& Post
modernism
(ROW)Completed functionalism views except Bellah –to be completed next lesson
19th Marxist and Weberiam Group work: Learners Who wants to be a 9 mark
Sept Perspectives on Religion to work in groups and Sociologicalnaire – identify &
present information (Functionalism recap activity) explain
Recap: Functionalism relating to core response:
aspects What would Marxism say about Functionalis
(Communication and religion – Link back to the basic m + reading
team work) premise (AS content – paired on Weber
work)
ICT/Youtube& Smart
Classical Marxism: Marx & Engels board & PPT Recap Marxism; Go through
- Religion as ideology/false classical Marx approach to
consciousness (Soviet Union – Capture sheet to religion (Opiate of the Masses)
overthrow of Religion) record information
- Lenin: Hindu Caste System –
Link to Althusser Structural
(Divine Right)
- Alienation (Althusser –
Role play Marxism

14.
critique) Discuss Gramsci‟s ideas
- Kautsky – Protestant ideas (humanistic) –link to the
(Link with Weber) Liberation theology –students to
research eg‟s of religion as a
revolutionary force (millenarian
A02- Application : slave societies, movements, catholic church in
The Hindu Caste System, The New S.America, Billings: textiles/coal
Christian Right (Bush) & miners comparison. Group work
Evangelical Christianity research
A02 – Evaluation: Functionalism, Link with contemporary
Religion in communist societies, examples
narrow minded, Feminist critique,
Discuss the Work of Weber with
Radical force for social change
religion as a revolutionary force
(Bruce – ideological
resource/American Civil Rights Role play: Functionalism VS
movement and The New Christian Marxism
Right
Liberation Theology: Gramsci
/Maduro and modern day eg‟s
Maduro – Religion as
revolutionary (Catholic church in
L-America/ Casonova –
democracy in L America)
Engels, Bloch & Gramsci – dual
character
Gramsci- Hegemony and social
change (Billing A02 application)
Weber: The Protestant Ethic & the
Spirit of Capitalism
Predestination/Divine

15.
transcendence & asceticism/
consequence/ this worldly and
other worldly asceticism &
Hinduism and confucionism
A02 Critic – Kautsky, Marxism,
Towney& the case study of
Scotland
(ROW)Recap of Durkheim, Malinowski & Parsons, & review of Completion of Bellah& Marxism. Weber to be covered next week (although study
set as h/w reading)
26th Exchange Theory & TBC Recap Weber from last lesson. You Tube –clip from X To create
Sept Phenomenological Perspectives Draw comparisons with Factor or Robert the an A3
on Religion exchange theory – matching up Chicken farmer summary
Exchange Theory: Stark & activity poster of
Bainbridge Exchange theory w/s the theories
Link back to Functionalism: – to present
Phenomenology: Berger discuss phenomenology and Ppt Phenomenology back next
&Luckmann draw comparisons between the lesson.
2 theories
(ROW)COLLECT HOMEWORK
3rd Oct Postmodern Perspectives on Paired work: Go over A01 and A02 MARKS in Postmodernism w/s Using
Religion Presentation of theory preparation for homework. material
from Item A
Literacy: Church Theory presentations – recap
and
Secularisation: tutor to very briefly Census statistics and recall all previous taught English Church Census:
go over the concept of knowledge http://www.eauk.org/ elsewhere,
secularisation, in order to Exam technique: church/research-and- assess the
effectively introduce post- Definitions Learners to read over the English statistics/english- postmoderni
modernism. Church Census (2005) and 2001 church-census.cfm st view that
Literacy: Note census information relating to the nature
Basics: Consumer society, break taking/Work sheet/ religious participation (pending 2011 census / mini of religion in
down of meta narratives, anti- Reading the release of the 2011 census) white boards
society
foundationalism & destabilised
identity (a shift away from You tube & Smart Learners to develop a definition today is
modernism) Board of secularisation (link to the becoming a
introduction of 33 markers) matter of

16.
E&D: Rise of consumer
Fundamentalism A2 Sociology by Webb choice (18
Lyotard: Decline of monopoly of et al Topic 4 marks)
truth/metanarratives Mathematics:
Statistical analysis Go through principles of a PM Sociology for A2
Bauman: Life projects society –linking to Bauman (Pilkington et al)
&Lyotard. – distinguish post-
Heelas: Cultic Milieu modernism with modernism Poster material
(what is the difference?)
Stark and Bainbridge: RMT- You Tube: Naomi Klein
Religious marketing – America vs. Discuss thekey features of a Religion as a product
Europe (Link with televangelism) postmodern: group workposter
making (link with key aspects http://www.youtube.c
Features: Secularisation in within core text) om/watch?v=sbjNgUJ
Christian faith, 46Lg (Westboro
Learners will be shown You-tube Baptist Church)
Rise in fundamentalism: Almond videos depicting religious
(2003), Bruce (2000), The New fundamentalism, to clarify
Christian Right and Al Qaeda understanding.
Rise in NAM‟s& Pick „n‟ mix Discuss criticisms of
identities (Davie, Vicarious Postmodernism
Religion – psychological function, (Teacher led/group work)
spiritual shopping – Leger, link with
Bauman – consumer society,
Televangelism – Lyon &Sheilaism
Recap Supply-led religion
Lyon: Jesus in Disneyland
A02: Critique – Habermas,
Eldridge, Bruce, An-Na‟im,
10th Religious Organisations: Individual: Post stick Post-stick note activity: How did A3 paper & pens 2 articles on
Oct note (learner the post modernists characterise religious
Churches & Sects: Troeltsch (1912) autonomy) society and what did they think A2 Sociology by Webb organisation
– A02- Bruce about Religion? et al Topic 4 and 5 s: Reading
Literacy:
Denominations and Cults: Niebuhr Comprehension and EG‟s of Cults article + Religious
(1929) – Methodism visual drawings Students to draw organisation of organisation

17.
church/Sect/denomination/cult Wallis worksheet s – module 4
Evaluate: Evaluate with timeline &eg‟s (Bruce) worksheet
Bruce: Rise of the competing definitions Scientology & Me
sect/denomination Using Wallis‟s typology, define Panorama
different types of NRM‟s with Documentary
Wallis: defining NRM‟s –world eg‟s
affirming, accommodating and Paired work: matching Religious organisations
rejecting up concepts with Scientology: World affirming or word fill activity
definitions world rejecting debate with
World Affirming: Scientology, documentary
SokaGakkai, TM and Human You tube
Potential (documentary) – http://www.youtube.com/watc
enforce note taking h?v=rFRSt_viosc (World Affirming
World Accommodating: Neo- skills (for HE) & Smart or World Rejecting?) – Link with
pentecostalists&Subud board contemporary examples (Katie
Holmes).
World Rejecting: Moonies, Krishna Mathematics:
Consciousness, Children of God, statistical information
The Manson Family, Branch relating to NRM
Davidian& The Peoples Temple membership
&Westboro Baptist Church http://www.youtube.com/watc
h?v=iQYoHiM-
A02- EVAL: Stark and Bainbridge – Uko&feature=related (Peoples
Sect and Cult Temple)
Bruce (1995) & Aldridge 2000 &
Scientology (Fair Game)
Recruitment
Weber – Theodicy of Disprivilege,
marginalised working class,
relative deprivation,
compensators, Wilson & Anomie
(link with Durkheim), Identity
formation in a post-modern
condition, Wallis & Higher
Education, Extended youth & The
end of the promising Hippie

18.
culture
NRM life cycle
Demonination or death (Neibuhr),
The Sectarian Cycle (Stark and
Bainbridge), Wilson (Established
Sects) & Wallis and internal
ideology
Group work: University
17th Religious Organisations: New challenge – team Starter: University Challenge & A2 Sociology by Webb 33 mark
Oct Religious Movements work Wallis typology match up et al Topic 4 and 5 essay on
activity Marxism
New Age Movements Post stick- individual Sociology review
(Fundamentally link with Examine why there has been a Article: Kendal Project Go over
Secularisation Debate) Literacy: growth in NRM‟s & NAM‟s (Link A3 Poster making module 4
comprehension – back to last lesson – post stick answers
Heelas – Spiritual Revolution in reading and answers activity) H/W essay: with learners
Kendal debate – A02 Bruce and relating to Kendal ‘The main function of
methodological issues (link with Case Studies: Kendal Project & religion in society
gender and religiosity) Exam: Exam technique Making of a Moonie (reading) today is to dull the
for 33 marker (go
pain of oppression’
Bruce: The concept of late through expectations Model 33 mark essays on
modernity within an exam – what Religious organisations: Peer Assess the extent
is needed for an A,B & assessment task (review)- allow sociological
Growth: Drane (1999) and Bruce C) learners to give marks and arguments and
and individualism provide feedback, highlighting evidence support this
exactly where the A01 and A02 view of religion today?
Examples: Paganism, Gaia, marks are. (33 marks)
Astrology, Clairvoyance, Spirit
guides, FengShui, Self healing,
Herbal remedies, aromatherapy
and reflexology
Eileen Barker: Making of a M

19.
oonie
Half-term – TBC
31st Gender, feminism & Religion Mathematics: Kendal: A spiritual Revolution A2 Sociology by Webb A3 revision
Nov analysing statistical recap/debate (Link with et al Topics 1 & 6 poster:
Women and Church trends of female Secularisation!) Gender &
Attendance (BSA 91, The participation Laptops: Presentation Religion
Church Census 2005 Brief intro to Feminism & religion & handouts
&Modood – Fourth National Group work: Peer
Survey of Ethnic Minorities)
teaching Group work: to research women A3 posters
Miller and Hoffman (1995) –
Structural, socialisation & risk
in religion (from topic list). Peer
Glock and Stark & Stark and E&D: teach each topic. BBC 2 documentary-
Bainbridge – Compensation Femininistexplantions Amish and the role of
for Deprivation of Religious Criticisms of Feminism the woman
Attraction and Oppression of membership &
Fundamentalism highlight various
Bruce – Secularisation and religions (not just
the Private Sphere & NRM focusing upon one)
membership (Seventh Day
Adventists and Christian
ICT: Laptop usage
Science Movement (Female-
led)
W/C and M/C participation Staying safe and
Heelas and Woodhead – positive contribution:
Kendal Awareness and
Greeley (1992) and Davie function of the burka
Brierley and Brown – Decline & awareness of FGM
in participation (link with Dual
Burden and Triple Shift-
rationality within employment
– modernity)
- Monotheistic Religions – the
rise of inequality – Woodhead
and El Saadawi
- Marginalisation and
priesthood – Armstrong
- Holm and menstruation,
pregnancy and childbirth

20.
- Sacred Texts, Religious Laws
and Customs (Cameron and
FGM)
- Female sexual libido
- Simone de Beauvoir – The
Second Sex (False
Consciousness)
- A02: Evaluation – COE,
Reform Judaism and female
rabbis since 1972, Quakerism,
Marxism and
Functionalism&Woodhead
and the hi jib/veil wearing
Women and Social Control
Authors: Miller & Hoffman, El
Saadawi, Woodhead, Holm,
Armstrong
7th Age and Religious Participation Mathematics: Post-stick note activity: What A2 Sociology by Webb A3 revision
Nov Church attendance statistics statistical trends social group within society are et al Topic 6 poster:
Growth of NRM‟s/NAM‟s& English more religious? Provide Age&
Church Census (2005) Post stick: individual evidence and reasons. A3 posters Religion/Cla
recall – link with exam ss & Religion
Brierley (2005), Bruce, Gill (1998), key skills Mind map: What do we already http://www.youtube.c
Heelas et al (NAM)&Voas and know about religious om/watch?v=z3xsnEzA
Crockett (Ageing & Generational Literacy: Church participation? (Drum in synoptic 8Fw&feature=fvwrel
effect). census – content links) (Young Muslim men :
comprehension multiculturalism has
-Decline of religious socialisation, Focus on: Elderly & church failed)
secularisation, declining Debate: secularisation attendance &Youth &
attraction of religion (George thesis – relevancy? NRM‟s/NAM‟s. Youth &
Carey, 1991: Church as uncool – fundamentalism. Secularisation
former ABOC), expanded spiritual E&D- growing diversity
market place (Post-modern ideas: of new religious Recap: class & religion (focus on
Davie &Hervieu Leger) – Lynch movements religious participation, Marxist
(2008) & Roof (2001)& Privatisation theories)
of Religious belief. You tube

21.
Lynch: The adaptation of Positive contribution –
Durkheim‟s sacred (secular role of religion for the
sacred beliefs – celebrities etc) elderly – awareness of
Eurocentric
Secularisation and the decline of understanding – allow
metanarratives (PM Lyotard) for Sociological
awareness
Bruce: Declining Religious
education (Christian Research)
Pragmatic reasons: Leisure – Tony
Blair (Its uncool!)
World Rejecting Sects- Wallis,
growth of HE and the young,
middle aged and world affirming
& cults and young adults
Older people: social
disengagement, religious
socialisation & ill health and
death
Critique: Eurocentric view – see
ethnicity and the young Muslim. Fi
Class & Religious Participation.
Fundamentalism and religious
participation.
Social Class
Weber: Theodicy of Disprivilege
(Nation of Islam/marginalised)
Stark and Bainbridge- Relative
Deprivation (middle class)
Wilson- Social Change : De-
industrialisation, modernisation,

22.
post modernity (Bauman –
consumer culture)
Existential Security Theory (Norris
and Inglehart (2004)
Gramsci (Hegemony), Marxism –
false consciousness & opium of
the masses
Liberation Theology and social
change (Poland)
NRMS- Sects (W/C) and Cults
(client cults) : middle class
A02: Religion as disembedded,
Davie (Believing without
belonging), Televangelism &
Leger and Spiritual Shoppers
14th Ethnicity & Religious Participation Mini white boards: Examine religions of various A2 Sociology by Webb A3 revision
Nov definition of Ethnicity ethnic groups in the UK and their et al Topic 6 poster:
Define ethnicity – link with 12/33 (link with exam skills – emergence Ethnicity &
markers essay responses introduction to 33 Ethnicity: Religion
markers) Examine arguments for and http://www.youtube.c
Globalisation, impact, inflow of against multiculturalism in the UK om/watch?v=ox8I3Wj
diversity (why) – postmodern Positive contribution – using sociological arguments wYVo
thought positive impact of and evidence from UK press
multi-culturalism – Guardian Articles: Dr
Focus on attendance statistics David Cameron‟s Examine evidence for/against Rowan Williams &
Examine growth in non-Christian speech (link with moral faith schools social attitudes
religion in the UK panics/racisim/hate (integration)
crimes)
Exisential Security Theory, cultural Cameron &
defence (Bruce – Durkheim and Mathematics: analysis multiculturalism articles
social solidarity) Iran & Poland – of recent statistical
culture and identity trends Dawkins: Faith School
Menace (Channel4
Herber (1955)- cultural transition Literacy: OD)

23.
textbooks/comprehen
John Bird – explanations for high sion/questions A3 posters
levels of religiousity – link to
Hybridity ICT: You tube
A02 – Bruce (are they religious?) E&D: The burka
Chryssides (1994) – link with
fundamentalism
Moral panics & Islam –
Islamphobia – David Cameron
Sikhs in the Punjab & the UK
Watson: Women & the Veil
(Woodhouse – feminism link) –
cultural hybridity
21st Religious Fundamentalism Literacy: Research examples of A2 Sociology by Webb Religious
Nov comprehension – fundamentalism. Examine et al, topics 3 & 6 Fundament
Almond (2003)&Giddens Huntington / sociological explanations: alism:
definition (Monotheism) homework existence & persistence of Huntingdon article reading
fundamentalism
Secularisation and Globalisation Role play: religion as a
cause of Link to key debates: religion as a
Giddens: Risk & uncertainty & conflict/consensus cause of conflict, religion &
Bauman Risk and uncertainty social change, Secularisation
ED: Diverse examples
Armstrong (2001) – Islam and the
West You tube: Christian
New Right / Westboro
West fundamentalism : anti Baptist Church
Americanism – rejection of
modernity
Castells (1998) – Resistant identity
& Project identity
Examples: The New Christian

24.
Right, Al Qaeda, Hamas and BJP
Islamic Fundamentalism: Iranian
revolution (1970‟s) and 2000‟s –
anti Americanism
Christian New Right: in the USA
Huntingdon: Clash of Civilisations
argument
A02 – Beckford (2003) & Haynes
(1998)
28th Secularisation Debate ICT- Mini laptops/smart Examine UK-based evidence of A2 Sociology by Webb 9 mark
Nov board/ youtube – mini secularisation et al, topics 3 & 4 identify &
Definitions of Religion and group presentations explain
Secularisation (link with exam) (debates) Students to research arguments Sociology review response:
for & against article Statistics on
Disappearance Thesis & Teacher led – DT religion +
Differentiation Thesis – W&H00) reading on
Mathematical: secularisatio
Explanations: Weber statistical trends n
(Rationalisation, Prostestant
Reformation, Disenchantment of Exam mocks- 9 marker
the world) Bruce (Technological – recap A01/A02 for 9
worldview) & Parsons – The marker
disengagement of Religion. Bruce
– Pre-industrial and industrial Evaluation:
society. Knowledge
Literacy:
UK evidence: (For) – Decline of Comprehension
power, desacrilisation, Rationality
(The Enlightenment), religious
behaviour, BSA (2006), YouGov
(2004), Hadaway et al (1984),
Wilson & Bruce (NRM‟s) & the
state and other institutions (+
analysis of statistical trend – as

25.
well as: Crockett (1998), The
golden age of Religion, The
English Church Census (2006),
Robin Gill et al (1998)
UK evidence: (Against) –
Measuring belief, Davie (BWB- link
with Bruce and privatised religious
practice), Hamiliton (1998),
ultimate meanings, growth of
NRM‟s, Luckmann and invisible
religion, Kendal project – a
spiritual revolution (?), Spiritual
shopping (Leger & Berger), Non-
Tritarian – Christdelphians,
Christian Scientists, Mormons
&Jevhohvah Witnesses, Muslim
faith, Bruce (cultural defence,
solidarity & cultural transition.
Examples from Poland and
Iranian Revolution). Holistic
Spirituality
UK evidence: Church attendance
statistics, Religion as a channel for
cultural defence (Lea & Young),
Believing without belonging
(Davie), Bruce (arguments
against secularisation).
5th Secularisation Debate Team work: Examine global-based evidence A2 Sociology by Webb Essay Plan:
Dec consolidation of of secularisation (based on et al, topics 3 & 4 Social
Global evidence: previous lesson (mini previous knowledge on groups and
Fundamentalism, existential white boards/post Fundamentalism) Worksheets religion
security Theory, Religion in the stick notes)
USA (Bruce and Wilson, Hadaway Students to research arguments
(1993), Practical relativism, Lynd Group work- research for & against (using previous
and Lynd (1929) & Civil religion) existing knowledge knowledge)
Said & Orientalism and current
knowledge

26.
(Include Huntingdon Clash of
Civilisations) Class essay response:
divide groups into
essay structure
Literacy:
comprehension –
reading and question
answering
12th Overview of Beliefs in Society Starter: group write an essay on A2 Sociology by Webb 2 x past
Dec Topic secularisation et al (whole text) papers for
Revision of key debates and SCLY3 unit
revision structures for the unit Review topics and debates in Past exam papers &
exam SCLY3 module mark schemes (AQA
website)
Examine key debates: Students to self-assess abilities in
Religions as a cause of each area FERN
conflict/consensus
Religion as a conservative & Individual/group work on A3 paper & pens
revolutionary Force improving areas of weakness
Secularisation debate
Religiosity & practice
Science vs. Religion
Examine exam technique &
practice
Peer assessment examples &
essay planning
19th December – 2nd January CHRISTMAS BREAK
3rd Jan Revision of key debates and FSE 1,2,3,4,6,7,8,9 Review topics and debates in A2 Sociology by Webb Revision for
revision structures for the unit SCLY3 module et al (whole text) SCLY3 exam
exam ECM 1,2,4,6,7
Students to self-assess abilities in Past exam papers &
Examine key topic areas: E&D 1,2,3,4,5,6 each area mark schemes (AQA
Science & religion website)
Theories of religion Individual/group work on
Religious organisations improving areas of weakness FERN
Secularisation
Religion & social groups
Examine exam technique & A3 paper & pens
practice

27.
Peer assessment examples &
essay planning
9th Jan Revision of key debates and FSE 1,2,3,4,6,9 Review topics and debates in A2 Sociology by Webb Revision for
revision structures for the unit SCLY3 module et al (whole text) SCLY3 exam
exam ECM 1,2,4,6,7
Students to self-assess abilities in Past exam papers &
Examine key debates: E&D 1,2,3,4,5,6 each area mark schemes (AQA
Religions as a cause of website)
conflict/consensus Individual/group work on
Religion as a conservative & improving areas of weakness FERN
revolutionary Force
Secularisation debate
Examine exam technique & A3 paper & pens
Religiosity & practice
Science vs. Religion
practice
Peer assessment examples &
essay planning
16th Revision of key debates and FSE 1,2,3,4,6,7,8,9 Review topics and debates in A2 Sociology by Webb Revision for
Jan revision structures for the unit SCLY3 module et al (whole text) SCLY3 exam
exam ECM 1,2,4,6,7
Students to self-assess abilities in Past exam papers &
Examine key debates: E&D 1,2,3,4,5,6 each area mark schemes (AQA
Religions as a cause of website)
conflict/consensus Individual/group work on
Religion as a conservative & improving areas of weakness FERN
revolutionary Force
Secularisation debate
Examine exam technique & A3 paper & pens
Religiosity & practice
Science vs. Religion
practice
Peer assessment examples &
essay planning
17 Jan