Lesson Plan

• Describe how age norms shape family roles across the life‑course.
• Explain the contribution of functionalism, conflict, feminist and symbolic interactionist perspectives to understanding age‑related family change.
• Analyse empirical data on age‑specific family trends and evaluate their implications for social policy.
• Compare the experiences of different family forms (nuclear, single‑parent, same‑sex) across age groups.
• Apply the life‑course perspective to assess intergenerational relationships and care responsibilities.

• Projector and screen for slides/diagram.
• Printed handout of the age‑group role table.
• Whiteboard and markers.
• Short video clip on intergenerational care.
• Statistical data sheets (ONS, BHP).
• Sticky notes for group activity.

Begin with a quick poll: “What age‑related expectations do you notice in your own family?” Use responses to link prior knowledge of family roles. Explain that today’s success criteria are to (1) identify key age norms, (2) connect them to sociological theories, and (3) interpret real‑world data.

1. Do‑now (5’) – Students list age‑related expectations observed at home; share a few examples.
2. Mini‑lecture (15’) – Present key concepts, life‑course perspective, and four theoretical approaches using slides and the suggested flowchart.
3. Data analysis activity (15’) – In pairs, examine provided statistics (cohabitation rise, marriage age, informal care rates) and link each to a relevant theory; record findings on a worksheet.
4. Group discussion (10’) – Using the handout table, groups compare family roles across age groups and discuss gendered age norms.
5. Role‑play simulation (10’) – Students act out a “sandwich generation” scenario to illustrate intergenerational conflict and support.
6. Check for understanding (5’) – Quick quiz/exit ticket with three short questions on concepts and theory‑data connections.

Recap the main ways age shapes family roles and how each sociological perspective explains these patterns. Students complete an exit ticket summarising one key insight and one question they still have. For homework, they write a brief paragraph applying the life‑course perspective to a family they know, citing at least one piece of statistical evidence.