Weebly
Learning Outcomes
On completion of this unit, a learner should:
1 Understand competing criminological explanations of crime and how they are applied to the study of crime
2 Know about the contested nature of crime and be able to explain how the two main statistical measures can provide very different crime figures
3 Understand the arguments about crime control policies
4 Understand why the aims of state punishment may change over time.
Unit content
This what the students will learn during Unit 31, this contains information for P, M and D levels.
1 Understand how competing definitions of crime influence its measurement
Definitions of crime: legal; normative
Measurement of crime: Home Office official statistics; police discretion; reported and recorded crime;
British Crime Survey data; self reporting of crime; hidden crime; discrepancy between the two measures;
quantitative and qualitative evidence
2 Know the theoretical explanations of crime
Criminological explanations of crime: positivist criminology, eg individual positivism (genetic and
psychological explanations); emergence of realist explanations, eg left and right realism; influence of
interactionism and labelling theories; conflict between determinism and voluntarism
Crime prevention measures aimed at individual: zero tolerance; CCTV; ASBOs
Crime prevention measures aimed at the community: ‘Broken windows’ theory, neighbourhood watch
3 Understand the role of the media in our perception of crime
Media: Cohen’s moral panic explanation; media campaigns; labelling
Influence on crime figures and fear of crime: research on fear of crime against risk of crime; media sources
of information
4 Know how the aims of state penal policy relate to crime theories
Review of penal policy: from early twentieth century deterrence to rehabilitation then reform and
restorative justice; voluntarism; determinism; realism and linkage to theoretical perspectives
Contents Page.
Page 2 – 3. Learning Outcomes and Unit Content
Page 4. Contents Page.
Page 5 . How to use these assignments
How to use the assignments.
In each assignment there are the same forms, below is guidance on how each form should be used.
1. Teachers Level Sheet (one for the whole unit) – this lists the requirements that each student needs to complete in order to pass that level, this is the gold standard of what a Pass, Merit and Distinction are. If students meet these even though they don’t complete all the tasks then they still pass. These are used as the objectives
2. Student Cover Sheet (one per assignment) – gives the student the information on the assignment and what the big picture is. The start date and target completion date need to be filled in before handing to students and this needs to be signed and dated by you when they complete the assignment. This needs to goon the front of each assignment.
3. Student tick list (one per assignment) – gives objectives (blue boxes) and lists the outcomes (in the tables) that the student needs to complete in order to meet each level. Care has been taken to ensure that if a student completes all the tasks then they will have met all the objectives. This also needs to be signed by you and the student for each level and submitted with the work. There is space at the bottom to show what the student needs to do to either complete the level or move onto the next one.
4. Lesson guidance (one per assignment) – lists the activities that should be completed in each lesson. This is guidance only. All students will have a paper copy of the big picture, objectives and the outcomes from the two sheets above but you may still want to display these to the whole class.
5. Resources (one per assignment) – any resources needed to complete the tasks, will be referred to in the lesson guidance.
Teachers Level Sheet – Unit 5 Biological Molecules
|Grading Criteria – The learning Objectives |
|To achieve a pass grade the evidence must show that |To achieve a merit grade the evidence must show that|To achieve a distinction grade the evidence must |
|the learner is able to: |the learner is able to: |show that the learner is able to: |
|P1 describe competing definitions of crime |M1 draw conclusions from their |D1 explain how the difference |
| |analysis with consideration of how the figures are |in crime figures relate to the reported/recorded |
| |produced |crime figures and the definition of crime used by |
| | |the agency |
|P2 analyse the crime figures produced by Home Office| | |
|official statistics and the British Crime Survey | | |
|P3 describe theoretical explanations of crime |M2 explain the ways in which the |D2 explain the challenge of realism which replaced |
| |theoretical explanations have |positivism as the major criminological theory in the|
| |influenced current political |late 20th century |
| |policies on crime control | |
|P4 identify the influences that the theoretical | | |
|explanations of crime have had on current crime | | |
|control policies | | |
|P5 describe how the media influence our |M3 report on factors which influence fear of crime |D3 outline the theoretical explanation of moral |
|understanding of crime | |panics developed by S. Cohen and use it to |
| | |illustrate a current crime problem |
|P6 explain the difference between the fear of crime | | |
|and the actual risk of crime | | |
|P7 outline ways in which criminological theory |M4 explain how crime theories have influenced penal |D4 analyse the influence of positivism and realism |
|influenced penal policy over the last century |policy |on penal policy over the last century |
Student Cover Sheet.
Criminology 31 – Assignment 1
Student Name Group
Big Picture
Is crime rate really down?
During this assignment you will look at how crime statistics are collected and how this can relate to different definitions and measures of crime
|Level |BTEC National Award and Certificate |
|Course Title |Applied Science |
|Unit Title |Criminology |
|Assignment Number |1 (P1,P2,M1,D1) |
|Topic or Theme |How much crime exists in the UK? |
Scenario
The nature and extent of crime in the UK is always in the news. Politicians are now claiming the crime rates are down. You are employed by a newspaper and have been asked to investigate and write this story.
Your editor has provided you with some statistics from the BCS and HO that you will need to analyse and discuss.
|Date issued | |Date Submitted | |
| | | | |
|Signed by Teacher | |Signed by Student | |
| | | | |
Consider the different definitions of crime and investigate crime data and how the statistics are collected in order to report on the story. Good luck
Assignment 2 Student Tick List
Pass
|Discuss acts that can be seen as criminal or deviant. Complete | | |
|criminology Worksheet 1 | | |
|Describe the different definitions of crime in terms of | | |
|(a) crime as a social construction | | |
|(b) crime as a product of religious authority | | |
|(c) Legal definition of crime | | |
|(d) Normative definition of crime | | |
|Explained in your newspaper report how the BCS and HO collect crime | | |
|statistics. | | |
|Analyse BCS and HO data provided on handout 1 and explain why some of | | |
|these differences may occur | | |
|Discuss the crimes that do not appear in the crime statistics | | |
Student Cover Sheet.
Merit
|Explained in your report the difference between qualitative and | | |
|quantitative data. You must discuss the advantages and disadvantages of | | |
|each type and identify which data set uses them | | |
|Explain in detail why data collected from HO and BCS are so different. | | |
|Explore | | |
|How data is collect | | |
|Type of data set (qualitative and quantitative) | | |
D
Distinction
|Explain how the different definitions of crime may affect the figures of | | |
|BCS and HO | | |
|Explain how police discretion, number of police officers and new laws could| | |
|affect the crime statistics | | |
|Explain why people may choose not to report crimes to the police | | |
Criminology 32 – Assignment 1
Student Name Group
Big Picture
|Level |BTEC National Award and Certificate |
|Course Title |Applied Forensic Science |
|Unit Title |Unit31: Criminology |
|Assignment Number |2 (P3,P4,M2,D2,) |
|Topic or Theme |Are criminal Born Criminals |
Are people born criminals?
Scenario
In the 1960s it was proposed that males with an extra Y chromosome were predisposed to violent criminal behaviour; later work found no support for this hypothesis. Recently, two approaches, one genetic, the other biochemical, have received widespread publicity. You are a leading criminologist and you have been asked to investigate these theories and to answer the question ‘are people born criminals or is it a result of social deprivation and subcultures’. Within your research you must decide whether criminal punishment should fit the crime, criminal or other
|Date issued | |Date Submitted | |
| | | | |
|Signed by Teacher | |Signed by Student | |
| | | | |
Assignment 2 Student Tick List
Pass
|Research and report on work of 6 theorists from different theoretical | | |
|positions. At least 4 must be from the theoretical explanations bullet | | |
|pointed below. | | |
|Classical | | |
|Positivist (genetic and psychological) | | |
|Realist – (Left and Right) | | |
|Identify 5 policies from different theoretical positions and state briefly | | |
|how they have affect crime control policy | | |
|Define the following terms and explain how they have affected the penal | | |
|policy | | |
|Voluntarism | | |
|Determinism | | |
Student Cover Sheet.
Assignment 1 Student Tick List
Merit
|Explain how each theory has impacted on how crime is dealt with today. You | | |
|should discuss | | |
|Right realisms recommendations for reducing crime (emergence of the broken | | |
|windows theory, Zero tolerance and CCTV) | | |
|Left realisms recommendations for reducing crime (policing, equality, | | |
|neighbourhood watch) | | |
|Positivists recommendations for reducing crime (rehabilitation) | | |
Distinction
|Discuss how right realists attacked the positivist theory in order to | | |
|discredit it and gain dominance and the challenges that this presents. You | | |
|could discuss financial and political aspects | | |
Student Cover Sheet.
Criminology – Assignment 3
Student Name Group
|Level |BTEC National Award and Certificate |
|Course Title |Applied Science |
|Unit Title |Fear of Crime |
|Assignment Number |3 (P5,P6,M3,D3) |
|Topic or Theme |How the media influences fear of crime |
Big Picture
In this section you will be looking at how the media portray crime and the influence it has over public perception
Scenario
All media survive by making profits, so when you look at the media you will tend to see more reporting of negative impacts than positive events which some scientists believe create fear of crime. The Government are concerned that the media are creating a negative effect on attitudes, values and behaviour towards crime. You are a top government official and must research and report on fear of crime to include factors that contribute to fear of crime as well as the publics actual risk of being victim to a crime
|Date issued | |Date Submitted | |
| | | | |
|Signed by Teacher | |Signed by Student | |
| | | | |
Assignment 2 Student Tick List
|Find two newspaper articles covering crime and describe how they make the | | |
|story interesting. | | |
|Describe how the stories may influence the way readers view and fear crime | | |
|Research and describe how the media get information about crime in your | | |
|local area | | |
Pass
|Carry out a survey of your local area into fear of crime and how the media | | |
|may influence people’s perceptions of crime. Analyse the results of your | | |
|survey and compare these to the actual risk of being a victim of a crime. | | |
|You will need to use stats and figures here | | |
|Suggest why peoples fear of crime and the actual risk to them being a | | |
|victim of a crime may be different | | |
Assignment Student Tick List
|Explain the factors that can lead to fear of crime. In particular look at | |
|and summarise studies carried out by | |
|Gerbner et al | |
|Schlesinger and Tumber (1992) | |
|Richard Sparks (1992) | |
|Explain how media sources, victimization, psychological behaviour may lead| |
|to fear of crime | |
|Produce a documentary to | |
|Define what a moral panic is | |
|Explain the contributing factors to moral panic | |
|Read and summarise Stanley Cohen’s study, folk Devils and Moral Panics | |
|Identify a current or recent example of a folk devil covered in the media. | |
|Look for examples of the three elements Cohen describes | |
|exaggeration and distortion, | |
|prediction, | |
|symbolization | |
|Is there any evidence to suggest that members of the public do actually | |
|panic about the folk devil you have investigated | |
Student Cover Sheet.
Criminology – Assignment 4
Student Name Group
|Level |BTEC National Award and Certificate |
|Course Title |Applied Science |
|Unit Title |Criminology |
|Assignment Number |4 (P7,M4,D4) |
|Topic or Theme | |
Big Picture
Do we handle criminals appropriately in the UK?
Scenario
The judicional system is up for review in 2010. What are your opinions on the way we handle criminal in the UK and the way crime is perceived. Do you think changes should be made to the judicional system? In order to answer this question you must review how the penal policy has changed over time and submit your findings to the government who will use your finding to review how we handle criminals
|Date issued | |Date Submitted | |
| | | | |
|Signed by Teacher | |Signed by Student | |
| | | | |
Assignment 2 Student Tick List
Pass
|Defined what the penal policy is | | |
|Outline the different aims of penal policy over the last century. This | | |
|should be done as a timeline that outlines how different criminological | | |
|theories have influenced the penal policy. | | |
|Research and explain on your timeline the work a J.Bentham in the | | |
|determinist Theory | | |
|Explain how different views on the causes of crime have influenced | | |
|decisions on what penal approach is used. You should discuss voluntarism | | |
|and determinism | | |
|Explain the following changes to the penal policy | | |
|Prison as a deterrent and punishment | | |
|Prison as rehabilitation | | |
|Prison as incapacitation | | |
Merit
Distinction
|Positivism is based on determinism theories. | | |
|Outline the main points of this theory. | | |
|Explain how this has affected the penal policy. | | |
|Realism is based on voluntarism theories. | | |
|Outline the main point of this theory. | | |
|Explain how this has affected the penal policy | | |
|Discuss Restorative Justice giving examples of how alternative sanctions | | |
|may be used | | |
|Lesson |Learning Outcomes |Activities |Homework |
| |You should be able to: | | |
|1 |P1 describe competing definitions of crime |Introduction to unit | |
|14/09/11 | |Assignment 1 | |
| | |Class discussion – what does crime mean to you? | |
| | |Definitions of crime, deviance and legal | |
|2 – 3 |P1 describe competing definitions of crime |Research | |
|19/09/11 | |– how definitions of crime differ internationally, religiously, | |
| | |socially and politically. Specific look at social construct (P1) | |
|4 |P2 analyse the crime figures produced by Home | | |
|22/09/11 |Office official statistics and the British |Analysis of data from the BCS and HO – Explanation of why | |
| |Crime Survey |difference may occur | |
| |M1 draw conclusions from their analysis with |We will look at how Data relating to crimes is collected by | |
| |consideration of how the figures are produced |BCS | |
| |D1 explain how the difference in crime figures |HO | |
| |relate to the reported/recorded crime figures |Analysis of the advantages and disadvantages of the statistics | |
| |and the definition of crime used by the agency | | |
|5 -8 |P2 analyse the crime figures produced by Home |Write up – complete assignment scenario | |
|28/09/11 |Office official statistics and the British | | |
|03/09/11 |Crime Survey | | |
| |M1 draw conclusions from their analysis with | | |
| |consideration of how the figures are produced | | |
| |D1 explain how the difference in crime figures | | |
| |relate to the reported/recorded crime figures | | |
| |and the definition of crime used by the agency | | |
|9-11 |P3 describe theoretical explanations of crime |Why do criminal commit crimes? | |
|6/10/11 | | | |
|10/10/11 |M2 explain the ways in which the |Research different theorists | |
| |theoretical explanations have | | |
| |influenced current political |Positivist | |
| |policies on crime control |Realist | |
| | | | |
| |D2 explain the challenge of realism which |Marxists | |
| |replaced positivism as the major criminological| | |
| |theory in the | | |
| |late 20th century | | |
|12 |P4 identify the influences that the theoretical|How does reduce crime | |
|12/10/11 |explanations of crime have had on current crime|A look into policies to reduce crime. Links to Broken windows | |
| |control policies |theory, CCTV | |
| |M2 explain the ways in which the theoretical | | |
| |explanations have influenced current political | | |
| |policies on crime control | | |
|13-14 |D2 explain the challenge of realism which |Completion of Assignment using assessment criteria | |
|17/10/11 |replaced positivism as the major criminological| | |
|20/10/11 |theory in the late 20th century | | |
|15 - 17 |P5 describe how the media influence our |Assignment 3 – Fear of Crime |Produce a survey to |
|2/11/11 |understanding of crime |How does the media influence Crime |determine factors that |
|7/11/11 |M3 report on factors which influence fear of | |influence the publics |
| |crime | |perceptions of criminal |
| | | |activity and fear of |
| | | |crime. Analyse the results|
|18 |D3 outline the theoretical explanation of moral|Moral panics – What are they | |
|10/11/11 |panics developed by S. Cohen and use it to |A look into Cohen book | |
| |illustrate a current crime problem | | |
|19 – 22 | |Completion of assignment | |
|16/11/11 | | | |
|21/11/11 | | | |
| | | | |
|23 | |Relating the aims of penal policy to crime theorists | |
|24/11/11 | |A look at how the penal policy has changed from 18th century to | |
| | |modern day. | |
| | |What has caused these changes | |
|24 | |A closer look at rehabilitation, incapitation and restorative | |
|30/11/11 | |justice | |
| | |Research | |
|25-26 | | | |
|5/11/11 | | | |
| | | | |
| | | | |
-----------------------
Unit 31: Criminology
Assignment Tasks
And
Scheme of Work Overview
D2 explain the challenge of realism which replaced positivism as the major criminological theory in the
late 20th century
D3 outline the theoretical explanation of moral panics
developed by S. Cohen and
use it to illustrate a current
crime problem
M2 explain the ways in which the theoretical explanations have influenced current political policies on crime control
Teacher Comments for Improvement
Teacher Comments for Improvement
M1 draw conclusions from their analysis with consideration of how the figures are produced
P2 analyse the crime figures produced by Home Office official statistics and the British Crime Survey
P1 Describe competing definitions of crime
P5 describe how the media
influence our understanding
of crime
P6 explain the difference
between the fear of crime
and the actual risk of crime
M3 report on factors which
influence fear of crime
Teacher Comments for Improvement
P7 outline ways in which criminological theory influenced penal policy over the last century
M4 explain how crime theories have influenced penal policy
D4 analyse the influence of positivism and realism on penal policy over the last century
Teacher Comments for Improvement
D1 explain how the difference in crime figures relate to the reported/recorded crime figures and the definition of crime used by the agency
P3 describe theoretical explanations of crime
P4 identify the influences that the theoretical explanations of crime have had on current crime control policies
Teacher Comments for Improvement
Teacher Comments for Improvement
Teacher Comments for Improvement
-----------------------
15
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.