Lesson Plan

• Describe key definitions (intelligence, educational attainment, social mobility) and major sociological perspectives on their relationship.
• Analyse empirical evidence linking intelligence to attainment, noting strengths and limitations.
• Evaluate how cultural bias, teacher expectations, and socioeconomic factors mediate this relationship.
• Apply sociological concepts to propose policy interventions that promote equitable outcomes.

• Projector and screen
• PowerPoint slides summarising definitions, theories, and evidence
• Handout with a condensed table of key studies
• Whiteboard and markers
• Exit‑ticket slips

Begin with a quick “myth‑busting” poll: “Do you think intelligence alone determines school success?” Use responses to link prior knowledge of meritocracy. Outline today’s success criteria: students will be able to explain theories, critique evidence, and suggest equitable policies.

1. Do‑now (5'): Students write a short definition of “intelligence” and “educational attainment”. Collect for quick check.
2. Mini‑lecture (10'): Present functionalist, Bourdieu, Bowles & Gintis, and interactionist perspectives using slides.
3. Evidence carousel (15'): In groups, analyse one of the four key studies from the handout; each group fills a T‑chart (findings vs. critique).
4. Whole‑class debrief (10'): Groups share insights; teacher highlights how mechanisms (cognitive ability, expectations, etc.) link theory to data.
5. Policy design activity (10'): Pairs draft a brief policy recommendation addressing one limitation of intelligence testing.
6. Check for understanding (5'): Quick quiz via Kahoot or show of hands on key concepts.

Recap the main arguments and evidence, emphasizing the interplay of ability and social context. Students complete an exit ticket stating one way schools can reduce bias in assessment. Assign homework: write a 300‑word reflection on which perspective they find most convincing and why.