1. Making Marking Effective! Write a set of model answers for students to mark their own work – saves lots of time (slide 2-4) As you mark put students work into groups of students who have made the same mistake – then create a task for each group to do at the start of the lesson to improve (see slide 5-7) Steal good answers from students work and share them with the class, ask students to use these to improve one of their tasks After a quiz or quick knowledge test set two tasks – one for students who have done well and ones who haven't – focus your time on helping students who didn’t understand (see slide 8-9)

2. Review sociological reasons for gender inequality Define wealth and income Explain, using data and evidence, the rich poor divide Which sex is most likely to experience poverty? Women Who argues that women are over represented in the poverty statistics? Lister What does she call this? Feminisation of poverty What is hidden poverty? The idea that the poverty women face is hidden, their families may be above the poverty line but the women take the least resources eg food and money Who argues that women’s wages are seen as less important, especially when they work part time? Millar Identify three reasons Flaherty has identified for why women are poor -A little less likely to be in paid employment -More likely to have low paid jobs - most likely to have part time work = fewer opportunities -Responsible for care -Live longer, therefore more likely to be pensioner -Lone parent families Define secondary labour market Low paid low status jobs Vertical segregation – work in the same sector but have different roles Horizontal segregation – different sectors where women orientated sectors are less stable and earn less

3. Outline and explain two reasons some minority ethnic groups are more likely to experience poverty than other social groups (10 marks) O: One reason ethnic minority groups, especially Pakistani and Bangladeshi people, are more likely to experience poverty than other social groups is because of their low market position. EX: Weber argues this creates poverty because when a person has low skills it effects their position in the market meaning that they are less competitive in competing for jobs, this means they are more likely to have jobs in the primary labour market which are more likely to be low paid, part time and fragile. For example Bangladeshi and Pakistani people are significantly more likely to be unemployed than other groups, potentially because of limited language skills and lower academic success in schools. These lower skill levels are made worse by the fact that they are more likely to live in urban areas where there may be more low paid jobs and higher levels of poverty which can exacerbate their own personal situation. This is a strong reason because when there are less jobs available people with higher skills are more likely to be employed, however the fact that other ethnic groups for example Indian do don’t experience the same level of poverty, whereas lower class white British men also experience low market position suggests that it isn’t just a persons ethnicity that creates their low market position it is also their social class. Therefore there must be an intersectionality of factors, for example low social class and ethnicity. This shows low market position could be one reason for why some ethnic groups are more likely to experience poverty than other social groups. O: Another reason ethnic minorities, for example Afro-Caribbean, are more likely to experience poverty than other social groups is because of racism, this is a factor that doesn’t apply to other groups. EX: Racism creates poverty because it further excludes minority groups from the workplace. Flaherty argues that minority groups experience market segregation meaning that they are excluded from some parts of the job sector. This can be seen by horizontal segregation where ethnic groups may be over represented in certain sectors, for example cleaning and hospitality. Further they are also social excluded from wider society. In worst case situations this shows it self in the form of racial discrimination where someone is actively discriminated because of their race. For example a Black Caribbean man could apply for a job and be turned down, while this practice is illegal there are also ways that ethnic minority groups can be indirectly discriminated against, for example not being encourage to apply for a promotion. This is a strong reason for why ethnic minorities experience poverty because it only applies to ethnic groups, however such discrimination can also apply to people with disabilities or women, thus again not explaining why Afro-Caribbean people in particular are over represented in poverty statistics. This therefore shows racism is one reason for why some ethnic groups are more likely to experience poverty than other groups.

4. Outline and explain two reasons some minority ethnic groups are more likely to experience poverty than other social groups (10 marks) O: One reason ethnic groups are more likely to experience poverty than other social groups is because they are more likely to live in deprived urban areas. EX: This creates poverty because the area they live in is poor and therefore they have less opportunities available to them. For example if an ethnic minority lives in a poor area of Manchester they will have less jobs available to them and may live within a culture of poverty, thus making it harder for them to make their lives better. This is a strong reason because it makes sense that if you live in a poorer area you are more likely to stay poor. This shows area is one reason for why some ethnic groups are more likely to experience poverty than other groups, for example the middle class who will live in nicer areas. O: Another reason ethnic groups are more likely to experience poverty than other social groups are higher levels of illness. EX: This creates poverty because if you are more likely to be ill, as Pakistani and Bangladeshi people are, you may have been more likely to miss school or work. For example a child who gets ill more will miss more school, thus will be less likely to get higher grades which may mean they are more likely to live in poverty while if an adult is often ill they may have to live of less money meaning they are more likely to be poor. This is a strong reason because it makes sense being ill reduces your chance to gain skills or money however it is weak because it does explain why these groups are more likely to get ill.

5. What is the point of handing in work and me marking it? Simple! It helps you to make progress by doing deliberate practice which builds myelin in your brain Once a week I will mark a piece of work in depth. This work must be done to a good standard. You will get a Raise your grade task (RYG) which we will do in class – this will help you to improve. The RYG task will be completed in a colour so it stands out You need to copy the title – this tells you what skill you are working on - You may get the same or a similar skill more than once – this tells you is a a really important target to improve. Literacy – needs to be good if you get an L as part of your RYG do that first looking at the elements that need work

6. It helps you to make progress by doing deliberate practice which builds myelin in your brain

7. Raise your grade 1: Explain the golden rule and agape REMEMBER: ‘love thy neighbour as you love yourself’ is NOT one of the 10 commandments. The teaching comes from Jesus and the New Testament a)Explain what ‘love thy neighbour as you love yourself’ means The golden rule teaches Christians….. b) Define what agape means Agape means…… Raise your grade 2 :Give examples of Christian teaching In your answer you explain that agape is supported by Biblical teaching. a)Give a biblical teaching about love The Bible states….. B) Explain what that teaching means This means….. C) Explain how it supports the teaching of agape This supports agape because….. Raise your grade 3 : Explain the quote/teaching In your answer you give a quote/teaching you need to explain it a) Explain what that teaching means This means….. b) Explain how it supports the teaching of agape This supports agape because….. Raise your grade 4: Give reasons for your view In your conclusion you make statements. These need to be supported by reasons. Use PEEL This is because….. For example….. Therefore this shows… Raise your grade 5: Refer to agape/ love In your answer you make general statements about Situation Ethics but you do not explicitly explain it focuses on agape a)Define what agape means Agape is…… b)_ Re-read your answer and go through adding appropriate links to the teaching of doing the most loving thing Raise your grade: L = Literacy This means there are literacy corrections to be made C= capital letter missed or used incorrectly P = punctuation missing or incorrect Sp = spelling – copy out word 3 times Ww = you have used the wrong word ? = this is unclear, reread and improve ^ = missing word, can you add it Fl= you have used informal language can you make it formal

8. 1) The Christian ethos of Situation ethics is vital to understanding the theory and its criticisms TRUE 2)Situation ethics is most commonly associated with Joseph Robinson FALSE – Joseph Fletcher and JAT Robinson (John) 3)Situation Ethics emerged at a time when society was very stable FALSE A period of permanent and drastic change 4)Key changes at the time included women's role in the workforce, contraception creating changing sexual values, overall Western Europe and America were socially, culturally and morally transformed TRUE 5)The British Council of Churches responded to this by promoting safe sex FALSE by promoting abstinence before marriage 6)The British Council of Churches felt their approach was responding to a lowering of moral standards TRUE 7)In 1993 Robinson published his book ‘ Honest to God’, it was met with controversy FALSE It was 1963 8)Robinson supported a new morality outlined by Fletcher in a article ‘ The New Look at Christian Ethics’ which focused on religious morality following just one law, the law of love TRUE 9)They claimed that God taught the new morality FALSE That the life and teachings of Jesus taught this new morality 10)Fletcher and Robinson thought that their shift from supranaturalist ethics to situational ethics would be universally popular FALSE they understood it would not be universally popular

9. 7/10 or less Re-read pages 90-93 and answer these 5 questions 1)Name the two main thinkers of Situation Ethics 2)List at least 3 changes in the UK and USA in the latter half of 20 th Century 3)How did the Church respond to these changes? 4) How did people respond to J A T Robinson’s book ‘Honest to God’ 5) How did Fletcher and Robinson define love? 8-10/10 Using your knowledge of the context of Situation Ethics answer these two questions in depth a)Explain the social context that Situation ethics developed from b)Explain why Robinson and Fletcher would argue that Situation Ethics was genuinely a religious theory Explain what makes agape distinct from other types of love Review the context of situation ethics Explain the Fletchers 4 and 6 principles