wjec entry level framework specification web viewwjec level 3 qualifications in criminology (qcf)...

WJEC LEVEL 3 QUALIFICATIONS IN CRIMINOLOGY (QCF)

SPECIFICATION

For first teaching from September 2012

WJEC Level 3 Qualifications in Criminology (QCF) Specification 3

ContentsPage

1. Introduction and Rationale 51.1 Qualifications Titles and Codes1.2 Rationale1.3 Progression1.4 WJEC Level 3 Qualifications in Criminology (QCF)

and the QCF Framework1.5 National Occupational Standards

2. Rules of Combination 82.1 WJEC Level 3 Qualifications in Criminology (QCF)

Rules of Combination2.2 WJEC Level 3 Qualifications in Criminology (QCF)

Unit Titles3. Unit Structure 104. Unit Detail 125. Assessment and Grading 75

4.1 Grading4.2 Principles for controlled assessment4.3 Standardisation4.4 Training Lead Assessors

6. Entry Procedures 827. External Moderation 838. Awarding and Reporting 859. Access Arrangements 8610. Post-Results Services 87

Appendices 88A Mapping of National Occupational StandardsB Mapping of PLTSC Mapping of Essential Skills (Wales)D Mapping of Key SkillsE Calculation of Qualification Grade – ExamplesF Glossary 95


1 INTRODUCTION

1.1 Qualification Titles and Codes

This specification covers the following qualifications:

Level 3QAN Code: 600/3081/1 WJEC Level 3 Award in Criminology (QCF) QAN Code: 600/3082/3 WJEC Level 3 Certificate in Criminology (QCF) QAN Code: 600/3083/5 WJEC Level 3 Diploma in Criminology (QCF)

Unit Entry Codes

Unit 1 - 9611Unit 2 - 9612Unit 3 - 9613Unit 4 - 9614Unit 5 - 9615

Entry for individual units must be made by submitting the relevant unit as indicated above.

Qualification Entry

Entry for aggregation ('cash-in') for the qualification must be made by submitting the following code:

9610

along with the relevant option code:

A3 (Award)C3 (Certificate)D3 (Diploma)

1.2 Rationale

WJEC Level 3 Qualifications in Criminology (QCF) offer a learning experience that focuses learning through the acquisition of knowledge and understanding in purposeful, work-related contexts.

Each qualification is built from discrete units. Each unit has an applied purpose which acts as a focus for the learning in the unit. The applied purpose is the vehicle through which the learning contained in the unit is made relevant and purposeful. It is also the means by which learners are enthused, engaged and motivated to study criminology. The applied purpose will demand authentic work related learning, but more than this it will require learners to consider how the use and application of their learning impacts on individuals, employers, society and the environment.


The applied purpose will also enable learners to learn in such a way that they develop

a range of generic and transferable skills the ability to solve problems the skills of project based research, development and presentation the ability to apply mathematical and ICT skills the fundamental ability to work alongside other professionals, in a professional

environment.

The qualification builds upon the concept of a 'spiral' approach to learning where learners are introduced to learning in a series of spirals in which on each turn they are taken deeper into the unit content whereby they are introduced to and can extend concepts in new contexts.

The range of units available would support learner's progression from any study at Level 2 but in particular, GCSEs in Sociology, Law, Psychology, Citizenship, History and Humanities.

Centres will not need to make a decision about the qualification a learner is placed on at the outset of the course; rather a unit by unit decision can be made about the most appropriate qualification a learner should target. The qualification a learner attains will then depend upon the portfolio of units the learner holds when they come to cash-in their qualification.

Assessment for all units is via controlled assessment. This is to ensure consistency in the assessment requirements confidence that the assessment decisions relate to the ability of the learner

assessedDetails of the principles of controlled assessment can be found in Section 4.2.

1.3 Progression

These WJEC Level Qualifications in Criminology (QCF) have been designed to support learners as they progress from Key Stage 4 and GCSE learning and to other higher level qualifications.

These qualifications also support adult learners with an interest in the subject, or those currently working within the sector.Equally, the skills and understanding developed, including Essential Skills (Wales), Wider Key Skills and Personal, learning and thinking skills (PLTS), are relevant to other qualifications at Level 3, whether 'General' or 'Vocational'.

1.4 WJEC Criminology and the QCF Framework

The WJEC Level 3 Qualifications in Criminology (QCF) are provided within the Qualifications and Credit Framework (QCF), which is designed to provide learners, learning providers and employers with an inclusive and flexible regulated qualifications framework that recognises the widest possible range of quality-assured learner achievements.


Consistent with the principles of the QCF, these qualifications aim to be: inclusive – recognising the achievements of all learners through a standard

currency for learner achievement the award of credit responsive – enabling individuals and centres to establish routes to achievement

that are appropriate to their needs and facilitate progression accessible – based on clear design features that are easy for all users to

understand

1.5 National Occupational Standards (NOS)

WJEC Level 3 Qualifications in Criminology (QCF) provide for some of the underpinning knowledge and understanding for the National Occupational Standards (NOS) in the Community Justice and Intelligence Analysis Suites.A mapping document can be found in Appendix A.


2 RULES OF COMBINATION

2.1 WJEC Level 3 Qualifications in Criminology (QCF) Rules of combination

It is the responsibility of the centre to ensure that these rules of combination are adhered to.

To achieve the following qualifications, learners must achieve the minimum credit value, as shown below, from the units chosen:

WJEC Level 3 Award in Criminology (QCF) Minimum credit value: 12 credits

Mandatory unit credit: 12 credits

WJEC Level 3 Certificate in Criminology (QCF) Minimum credit value: 24 credits Mandatory unit credit: 12 credits

WJEC Level 3 Diploma in Criminology (QCF) Minimum credit value: 48 credits Mandatory unit credit: 12 credits


2.2 WJEC Level 3 Qualifications in Criminology (QCF) Unit Titles

WJEC Level 3 Award in Criminology

Unit Number Unit Title Credits

1 Introduction to Criminological Theories 12

WJEC Level 3 Certificate in Criminology


1* Introduction to Criminological Theories 12

2 Realities and Perceptions of Crime 12

3 Social Control: Policy and Practice 12

4 Changing Awareness of Crime 12

5 Crime Scene to Courtroom 12

WJEC Level 3 Diploma in Criminology


1* Introduction to Criminological Theories 12

2 Realities and Perceptions of Crime 12

3 Social Control: Policy and Practice 12

4 Changing Awareness of Crime 12

5 Crime Scene to Courtroom 12

* Mandatory unitOptional units are those in the shaded boxes.


3 UNIT STRUCTURE

Unit title

The unit title is accredited on the QCF database. The title summarises in a concise manner the content of the unit.

QCF Level

Units are assigned a level on the QCF database. The level describes the complexity of the unit.

Credit value

Each unit of the WJEC Level 3 Qualifications in Criminology (QCF) is assigned a credit value. One credit is the equivalent to a total of 10 hours of learning. Learning time is defined as the total time taken by learners at the level of the unit, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria.

Guided learning hours

Guided learning time represents only those hours in which a tutor is present and contributing to the learning process. In some organisations this is known as 'contact time'. This time includes lecturers, supervised practical periods and supervised study time.

Aim and purpose

The aim and purpose provides a brief and clear summary of the unit. It also indicates the applied purpose for the unit.

Unit Introduction

This is written to the learner and gives a summary of the unit content. It sets the vocational context of the unit and highlights the purpose of the learning in the unit.

Learning outcomes

Learning outcomes state what the learner should know, understand or be able to do as a result of completing the learning in the unit.

Assessment Criteria

The assessment criteria specify the standard a learner is expected to meet to demonstrate that the learning outcomes of that unit have been achieved.


Unit content

The indicative content defines the breadth and depth of learning for each assessment criteria. It is expected that all the indicative content will be delivered during the programme of learning. It is not required to assess every aspect of the content when assessing the unit. Learners will be expected to apply the knowledge, understanding and skills acquired through the learning to the specifics of the assessment context.

Performance Bands

These are used to determine the summative unit grade. Performance bands do not add additional requirements to the assessment criteria.

Assessment

WJEC Level 3 Qualifications in Criminology (QCF) are assessed through controlled assessment. This section of the unit summarises the conditions for the delivery of the controlled assessment.

Links to National Occupational Standard

Where relevant, the unit is cross referenced to National Occupational Standards in the Community Justice and Intelligence Analysis Suites

Guidance for delivery

This gives the tutor some ideas on how to deliver the unit in a vocational setting consistent with the philosophy of the qualifications and intent of the unit. Three sample contexts are provided for each unit. The guidance also gives ideas of vocational settings for the unit and suggests possible contacts that could be made in the delivery of the learning. This section also includes details of how the unit supports the development of PLTS, Wider Key Skills and Essential Skills (Wales), together with mapping to relevant National Occupational Standards (NOS).

Resources

This identifies useful resources to help in the delivery of the learning. Many of the resources listed are suitable for using with learners.


4 UNIT DETAILS

Unit 1 Introduction to Criminological TheoriesQCF code K/503/3268

WJEC unit entry code 9611

Credit value 12

Guided learning hours 90

Aim and purpose

The purpose of this unit is to enable learners to use theories of criminality to analyse criminal situations and make recommendations for policy.

Unit introduction

How do we explain why people commit crime? What makes someone a serial killer, or abusive to their own families? Criminologists have produced theoretical explanations of why people commit crime, but which is the most useful? Are these theories relevant to all types of crime? What can we learn from the strengths and weaknesses of each? How can these theories be applied to real life scenarios and real life crimes?

Knowing about the different criminological approaches to theory will give you a sharper insight into the kind of thinking used by experts and politicians to explain crime and criminality. Public law makers are informed by theory and apply these theories to their own solutions to the problem of crime. By undertaking this unit, you will learn to support, challenge and evaluate expert opinion and to be able to support your ideas with reliable and factual evidence.

At the end of this unit you will have gained the skills to evaluate some criminological theories and know there are debates within the different theories. You will understand how changes in criminological theory have influenced policy. You will also have gained the skills to apply the theories to a specific crime or criminal in order to understand both the behaviour and the theory, and to make recommendations to changes in policy suitable for dealing with criminality.


Learning outcomes Assessment criteria Content

The learner will: The learner can:

LO1 Know theories of criminality

AC1.1 Describe biological theories of criminality

Biological Theories Genetic theories Physiological theories

AC1.2 Describe individualistic theories of criminality

Individualistic theories Learning theories Psychodynamic / psychological theories

AC1.3 Describe sociological theories of criminality

Sociological theories Social structure theories Social reaction theory Interactionism Realism

AC1.4 Outline development of criminological theories

Development Timeline How theories were established How theories evolved


LO2 Understand relationship between theories of criminality and policy

AC2.1 Describe processes used for law making

Processes Government processes Judicial processes

AC2.2 Assess the use of theories in informing policy

Theories Individualistic Biological Sociological

Policies Informal policy making Formal policy making

o Crime control policieso State punishment policies

AC2.3 Explain how social changes affect policy

Changes in Social values, norms and mores Structure of society

o Demographic changeso Cultural changes


LO3 Understand causes of criminality

AC3.1 Analyse situations of criminality

Situations relating to: Forms of crime Individual criminal behaviour

Analyse Filter information Synthesise information Identify salient points Offending behaviour Differentiate between offending and delinquent/anti-social behaviour Potential and actual criminals

AC3.2 Explain the likely cause of criminality

Causes based on theories relating to Individualistic Biological Sociological

Causes of Crime Criminal behaviour

AC3.3 Evaluate suitability of criminological theories to explain causes of criminality

Criminological theories Individualistic Biological Sociological Debates within and between types of theory

LO4 Be able to recommend changes in policy regarding criminality

AC4.1 Suggest policies suitable for dealing with criminality

Policies Crime control polices Punishment policies

AC4.2 Justify case for change Justify Expected outcomes Persuasive language Evidence base


Learning Outcome Assessment criteriaPerformance bands

Pass Merit Distinction

LO1 Know theories of criminality

AC1.1 Describe biological theories of criminality

Describes with some detail a limited range of biological theories of criminality, some of which are relevant to the situation

Describes with detail, a range of appropriate biological theories of criminality, showing some relevance to the situation

Describes in detail the appropriate aspects of a wide range of theories of criminality, showing their relevance to the situation

AC1.2 Describe individualistic theories of criminality

Describes with some detail individualistic theories of criminality, some of which are relevant to the situation

Describes with detail, a range of appropriate individualistic theories of criminality, showing some relevance to the situation

AC1.3 Describe sociological theories of criminality

Describes with some detail sociological theories of criminality, some of which are relevant to the situation

Describes with detail, a range of appropriate sociological theories of criminality, showing some relevance to the situation

AC1.4 Outline development of criminological theories

Outlines the development of criminological theories


LO2 Understand relationship between theories of criminality and policy

AC2.1 Describe processes used for law making

Describes processes used for law-making

AC2.2 Assess the use of theories in informing policy

Assesses the use of a limited range of theories in informing policy. Evidence is likely to be mainly descriptive but with some reasoning to support conclusions

Assesses the use of a range of theories in informing policy, with clear reasoning to support conclusions. Some content may have limited relevance to the situation

Assesses the use of a wide range of theories in informing policy, with clear reasoning to support conclusions. Evidence will show clear and valid application to the situation

AC2.3 Explain how social changes affect policy

Explains how a limited range of social changes affect policy. Evidence may have limited reasoning

Explains with clear and valid reasoning how a range of social changes affect policy

LO3 Understand causes of criminality

AC3.1 Analyse situations of criminality

Analyses situations identifying key aspects of criminality

AC3.2 Explain the likely cause of criminality

Explains the likely cause of criminality

Explains with clear and valid reasoning the likely causes of criminality

AC3.3 Evaluate suitability of criminological theories to explain causes of criminality

Evaluates suitability of a range of criminological theories to explain causes of criminality. Evidence may be mainly descriptive but with some reasoning to support conclusions

Evaluates suitability of a range of criminological theories to explain causes of criminality with clear reasoning to support conclusions

Evaluates suitability of a wide range of criminological theories to explain causes of criminality with clear reasoning to support conclusions. Evidence will show clear and valid application to the situation

LO4 Be able to recommend changes in policy regarding criminality

AC4.1 Suggest policies suitable for dealing with criminality

Suggests policies that are mainly suitable for dealing with criminality

Suggests policies that are suitable for dealing with criminality that are clearly relevant to the situation and include some detail

AC4.2 Justify case for change

Makes a case for change with limited justification

Case for change shows some justification with some clear link to reducing criminality

Clear and detailed justification for change to reduce criminality


Assessment

Requirements for centres

This unit is internally assessed and externally moderated. All assessment must be conducted under controlled assessment conditions and controls have been determined for each stage of the assessment process: task setting, task taking and task marking.

Task setting:

To assist centres in the assessment of this unit, WJEC has provided a model assignment along with guidance and criteria related to using it. The model assignment consists of tasks that are applied and holistic in their approach. Model assignments are designed so that they can be used as they are or adapted by centres to fit with the local sector needs and allow the usage of local resources available to the centre. The model assignment includes information on which aspects of the assignment can be adapted.

Task taking:

Under the process of task taking, controls are set for the key aspects of time, resources, supervision and collaboration.

The time taken will be specified within the model assignment.

Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment.

Directions on where direct supervision is provided in the model assignment.

Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit.

Guidance on collaboration, and where it is permitted, will be given with the model assignment.

Within WJEC model assignments, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task.

Task marking:

The centre must mark learner's assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.


Guidance for Delivery

It is important that learners recognise the knowledge and understanding they develop are vocationally relevant. There are a number of ways this can be achieved:

Arranging visits to workplaces with which they are familiar, for example a school or a college or an institution such as an office to consider who makes the rules by which all individuals must abide and to consider how those rules are applied.

Arranging talks by visiting speakers, for example a psychologist working within an agency such as a drug rehabilitation centre or a prison officer looking at how policies are applied.

Carrying out a practical activity based around a work-based scenario such as a questionnaire designed to investigate which rules people break and why they are prepared to break those particular rules.

The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of understanding causes of criminality.

Example 1

There is a group of young people who hang around a local bus shelter and car park. They are annoying and intimidating residents. Learners may be asked to consider why this behaviour is occurring and to suggest why residents are expressing concern. Using their understanding of the relationship between theory and policy, they are required work with representatives of the local community to recommend solutions that are acceptable both to the young people and to the residents who are expressing concern.

Example 2

A housing association is planning a development to provide homes for a small number of people with a known history of substance abuse and alcohol related problems. This is to be placed in a residential suburb to provide a mixed economy housing development and provide a restart programme to rehabilitate former users. They must be removed from the influence of those who are likely to send them back to their previous bad habits. Learners may be asked to work with the housing association to consider how this development should be planned to support both residents and service users. Using their understanding of the relationship between theory and policy, learners are required to recommend policies for the management of service users to minimise the fears of the residents.

Example 3

A local public house has developed a serious reputation for organised crime such as handling stolen goods. There are concerns that younger people may be attracted to this activity. Learners would need to consider how this behaviour has originated using more than one theoretical perspective. Learners could work with the local police to discuss strategies for either the eradication or the control of such behaviour.


Making contacts

Examples of organisations that may be approached to provide help include:

Local political representatives Local council representatives Neighbourhood Watch Community Police Officers Practising psychologists (drug rehabilitation, housing association) Human resources managers

Essential Skills

This unit provides opportunities for learners to develop a range of skills. This table shows the links to Application of Number, Communication and ICT Essential Skills (Wales).

Application of Number Understand numerical data

Carry out calculations

Interpret results and present findings

Communication Speaking and listening

Reading

Writing

ICT Use ICT systems

Find, select and exchange information

Develop and present information


Key Skills

This unit provides opportunities for learners to develop a range of skills. This table shows the links to Improving own learning and performance, Problem solving, and Working with others, at Level 3.

Improving own learning and performance

Set targets using information from appropriate people and plan how these will be met

Take responsibility for your learning, using your plan to help meet targets and improve your performance

Review progress and establish evidence of your achievements

Problem solving Explore a problem and identify different ways of tackling it

Plan and implement at least one way of solving the problem

Check if the problem has been solved and review your approach to problem solving

Working with others Plan work with others

Seek to develop co-operation and check progress towards your agreed objectives

Review work with others and agree ways of improving collaborative work in the future

PLTS

This unit provides opportunities for learners to develop the following Personal, learning and thinking skills (PLTS)

Independent enquirers IE3, IE5, IE6

Creative thinkers CT1, CT2

Reflective learners RL5

Team workers TW1, TW2, TW4, TW6

Self managers SM2, SM3,

Effective participators EP2, EP3, EP5


Links to National Occupational Standards (NOS)

This unit forms part of WJEC Level 3 Qualifications in Criminology (QCF). The knowledge, understanding and skills developed in this unit has links with the following NOS.

Criminal Justice Suite

BA10 Develop policies to promote community justice and social inclusion in partnership with others

BA12 Address problems identified with community safety and inclusion


Resources

Books

Wilson J Q and Herrnstein R J, Crime Human Nature: The Definitive Study of the Causes of Crime (Free Press, 1998) ISBN 9780684852669

Muncie J and McLaughlin E (editors) The Problem of Crime (Sage Publications Ltd, 2001) ISBN 9780761969716

Becker H S – Outsiders: Studies in Sociology of Deviance (Simon & Schuster Ltd, 1997) ISBN 9780684836355

Swale J (2007) Sociology of Crime and Deviance (Philip Allan Updates) ISBN 9781844896332

Websites

Youtube explanations of Social views of crime

http://www.youtube.com/watch?v=XU-nWtmXnKEhttp://www.youtube.com/watch?v=r-UBjL1zlgMhttp://www.youtube.com/watch?v=T3LGxbxGhbg&feature=related

Criminological Theory (Florida State University) www.criminology.fsu.edu/crimtheoryPsychology of crime http://www.holah.karoo.net/alevel/crime.htm Blogs and articles on psychology of crime http://www.psychologytoday.com/topics/law-and-crime

Other resources

The Crime and Deviance Channel http://www.sociology.org.uk/cc_channel_subscriptions.htm


Unit 2 Realities and Perceptions of CrimeQCF code M/503/3269


Credit value 12


Aim and purpose

The purpose of this unit is for learners to be able to evaluate data and information on crime and report on criminality in an objective and professional style.

Unit introduction

How do we decide what behaviour is criminal? Many people learn about the fear and fascination of crime from the media, but is the media a reliable source of information? To what extent are we misled by our tastes in programmes and newspapers about crime? Who decides what behaviours should be against the law? Who gathers information about crime? Can this information be trusted? Can we trust our own instincts?

Humans tend to judge other's behaviour by a variety of moral principles, not all of which are inconsistent or based on accurate information. We gain our ideas of morality from a variety of sources and one of the most important is the mass media. You may be familiar with the way that the police gather information about crime; but you may not be aware that police statistics can be inaccurate for a number of reasons to do with the way that data is collected. Criminologists have developed a number of different procedures to learn about crime, but these too have their limitations. You will learn that the media presentation of crime and official statistics of crime may be influenced by social factors that we are not fully aware of.

At the end of this unit, you will know that crime is socially constructed in the sense that it is people who choose to define an act as criminal. You will have gained skills to differentiate between myth and reality when it comes to crime and to recognise that common representations may be misleading and inaccurate. You will have learned how to report on criminality, either a particular case or form of crime in an objective and professional style.




LO1 understand social constructions of criminality

AC1.1 Compare criminal behaviour and deviance

Criminal behaviour Social definition Legal definition Formal sanctions against criminals Variety of criminal acts

Deviance Norms, moral codes and values Informal and formal sanctions against deviance Forms of deviance

AC1.2 Explain the social construction of criminality

How laws change from culture to culture How laws change over time How laws are applied differently according to circumstances in which

actions occur Why laws are different according to place, time and culture


LO2 Know how media represents criminality

AC2.1 Describe media representation of crime

Media Forms of media

o Newspapero Television o Cinemao Electronic gamingo New Media technologies (Blog, online, social networking etc)

How different people use different media forms Information Identity Entertainment Making social connections

Crime Fictional representations of crime Factual representations of crime

LO3 Understand how media affects the public perception of criminality

AC3.2 Explain the impact of media representations on public perception of crime

Impacts Social panic Changing public concerns and attitudes Perceptions of crime trends Stereotyping of criminals Levels of response to crime and types of punishment Changing priorities and emphasis


LO4 Understand processes of gaining information about criminality

AC4.1 Evaluate methods of collecting information about crime

Types and sources of data/information Official statistics Victim surveys Self report studies

Modes of research Primary research methods

o Questionnaireso Interviews

Secondary research methods

Evaluation criteria Reliability Validity Ethics of research Strengths and limitations

Reasons Targeting resources Understanding patterns and trends Tackling crime in our society Evaluating the success of crime prevention strategy


LO5 Be able to report on criminality

AC5.1 Use language appropriate to purpose and audience

Language For providing information Formal tone Formal style For sustaining audience interest Technical language Grammar, spelling, punctuation, syntax

AC5.2 Structure reports Structure Use of headings Use of introduction Synthesising content Sequencing information Maintaining focus in content Draw conclusions




LO1 Understand social constructions of criminality

AC1.1 Compare criminal behaviour and deviance

Compares criminal behaviour and deviance. Evidence is mainly descriptive with straightforward conclusions mainly identifying similarities and differences with limited use of relevant examples

Compares criminal behaviour and deviance giving simplistic reasons for similarities and differences, drawing on some relevant examples

Compares criminal behaviour and deviance giving well reasoned conclusions for similarities and differences, drawing on relevant examples

AC1.2 Explain the social construction of criminality

Explains the social construction of criminality

LO2 Know how media represents criminality

AC2.1 Describe media representation of crime

Describes with some detail media representations of crime with limited use of relevant examples

Describes in detail media representations of crime with use of a range of mainly relevant examples

Describes in detail media representations of crime with the use of a range of relevant examples

LO3 Understand how media affects the public perception of criminality

AC3.1 Explain the impact of media representations on public perception of crime

Explains the impact of media representations on public perception of crime. Evidence may have limited reasoning and focus on a limited range of media representations

Explains with some clear reasoning the impact of a range of media representations on public perception of crime. Evidence may have a limited focus for public perception

Explains with clear and detailed reasoning the impact of a range of media on a range of public perceptions of crime

LO4 Understand processes of gaining information about criminality

AC4.1 Evaluate methods of collecting information about crime

Evaluates the methods of collecting information about crime. Evidence is mainly descriptive with some reasoning to support conclusions

Evaluates the methods of collecting information about crime with clear reasoning to support conclusions and reference to some specific sources. Evidence will have some application to situation

Evaluates the methods of collecting information about crime with clear reference to a range of specific sources with clear reasoning to support conclusions. Evidence will show clear and valid application to situation


LO5 Be able to report on criminality

AC5.1 Use language appropriate to purpose and audience

Use language appropriate to purpose and audience. Some use of appropriate technical language. There may be some errors but these will not detract from clarity of meaning.

Use language, including technical language, appropriate to purpose and audience with minor errors

AC5.2 Structure reports Reports have a clear and logical structure but may make limited use of techniques available.

Reports have a clear and logical structure with use of a range of techniques available, some of which may not be appropriate to support effective communication

Reports have a clear and logical structure with appropriate use of a range of techniques available to support effective communication


Assessment



Task setting:


Task taking:








Task marking:




Making teaching vocationally relevant.


Arranging visits to workplaces for example a local radio station, a TV station or a local newspaper to speak to journalists, or marketing and public relations managers to consider how news stories are created.

Arranging talks by visiting speakers, for example from a Race Relations group, a Rape Crisis Centre, a Disability Advocacy group or a Domestic Violence unit to look at the experiences of victims of the types of crime.

Carrying out a practical activity based around a work-based scenario such as a questionnaire designed to investigate which crimes people have experienced within the last twelve months. They will consider the reliability, ethics and validity of their results.

The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of appreciating different subjective and objective approaches to reporting crime.

Example 1

Shopkeepers have been complaining about a perceived increase in shoplifting and bad behaviour at a local mall. They have associated it with a small group of youths who hang around in hooded tops on a Saturday. Learners will work with the security guards and the police to investigate the truth or otherwise of the perception of the traders.

Example 2

Local women's groups are concerned about the development of a new housing project which is being built with a number of walkways and passages. They are concerned that this leaves opportunities for sexual attacks and make women vulnerable in their own homes. Learners may be asked to work with the local council and the developers to consider how this development should be planned to support residents. Using their understanding of women's perception and fears of crime, learners will evaluate the genuine risks and make recommendations for increased sense of security.

Example 3

A local estate has developed a very bad reputation for crime and violence; perhaps one that is not fully deserved. This is having an impact on property prices and people's willingness to live in the area. Learners may be asked to work with the police and other agencies to consider how residents' fears may be allayed with a more realistic picture of life in that area based on official statistics and police records of reported and recorded crime.


Making contacts


Local political representatives Local council representatives Women's groups and other advocacy groups Neighbourhood Watch Community Police Officers Local statisticians and planners

Essential Skills






Reading

Writing

ICT Use ICT systems




Key Skills












PLTSThis unit provides opportunities for learners to develop the following Personal, learning and thinking skills (PLTS)

Independent enquirers IE1, IE3, IE4, IE5, IE6

Creative thinkers

Reflective learners RL5


Self managers SM2, SM3,

Effective participators





AB1 Communicate effectively with people

BA2 Determine the concerns and priorities of communities in relation to safety, inclusion and the prevention and reduction of crime and anti-social behaviour

Intelligence Analysis Suite

CM2 Obtain and evaluate information for intelligence analysis


Resources

Books

Mirrlees-Black C et al – The 1998 British Crime Survey: England and Wales (Home Office, 1998) ISBN 9781840821833

Reiner (2002) Media Made Criminality in Reiner, Robert and Maguire, Mike and Morgan, Rod, (eds.) The Oxford Handbook of Criminology. Oxford University Press, Oxford, UK, pp. 302-340. ISBN 9780199256099 http://www.sociology.org.uk/as4mm4b.pdf

Websites

Crime Statistics for England and Wales www.crimestatistics.org.uk British Crime Survey http://www.statistics.gov.uk/ssd/surveys/british_crime_survey.asp BBC news story http://news.bbc.co.uk/1/hi/uk/6224245.stm Glasgow Media Group http://www.glasgowmediagroup.org/content/view/28/27/

Journals

British Journal of CriminologyBritish Society of Criminology


Unit 3 Social Control: Policy and PracticeQCF code L/503/3280


Credit value 12


Aim and purpose

The purpose of this unit is for learners to develop skills in order to research the effectiveness of the process of social control in delivering policy in practice.

Unit introduction

Why do most of us tend to obey the law even when to do so is against our own interests? What social institutions have we developed to ensure that people do obey laws? What happens to those who violate our legal systems? Why do we punish people? How do we punish people? What organisations do we have in our society to control criminality or those who will not abide by the social rules that most of us follow? We spend a great deal of taxpayers' money on social control, so how effective are these organisations in dealing with criminality?

Most people in our society are law-abiding and unwilling to break laws. Law breaking is frequently of the petty variety, so serious crime and repeat offending is often restricted to a few people who cannot or will not abide by the rules that most of us consider to be so important. Society has had to develop a complex system of mechanisms, processes and organisations to ensure that people do not break the law. If they do commit crime, society needs to be protected from their behaviour. These social institutions each have different mechanisms, ideologies and policies. You will learn something of their variety, how they work and their effectiveness in protecting and preventing us from criminality.

At the end of this unit, you will have gained skills in conducting research into the effectiveness of an organisation which is part of our system of social control. You will have learned how to plan, design and conduct a piece of research. You will learn how to analyse the findings of your research and to present conclusions that are valid and reliable.

Note: The term agency in this context can be used to refer to an organisation as well as a process of social control.




LO1 Understand the purpose of social control

AC1.1 Explain forms of social control Internal forms Rational ideology Tradition Internalisation of social rules and morality

External forms Coercion Fear of punishment

Control theory Reasons for abiding by the law

Practical applications of theories Left realism

o Decriminalisation of minor crimeo Democratic control of police

Right realismo Zero toleranceo Neighbourhood watcho Environmental controls (e.g. CCTV)


LO2 Understand how social control is formalised

AC2.1 Describe the organisation of the criminal justice system in the UK

Criminal Justice System Police Law creation Courts Formal punishment Relationships

AC2.2 Assess how forms of punishment meet the aims

Aims of punishment Retribution/revenge Rehabilitation Deterrence

o Prevention of reoffendingo Deterrence of others from committing similar crimeso Public protection

Forms of punishment Prison sentence Fines Good behaviour bonds Suspended sentence Community service sex offenders' register Death penalty


AC2.3 Analyse the role of agencies in achieving social control

Agencies Government sponsored agencies

Police Judiciary Prisons Probation

Charities and pressure groups Voluntary Religious Philanthropy

Role Aims and objectives Funding Philosophy Working practices

Types of criminality Types of offenders Reach (local, national)


LO3 Understand measures used in social control

AC3.1 Assess the contribution of agencies to achieving social control

Contribution Tactics and measures used by agencies

o Environmental Design Gated lanes

o Behavioural ASBO Token economy

o Institutionalo Disciplinary procedures

Rule making Staged/phased

Gaps in state provision

AC3.2 Explain the limitations of agencies in achieving social control

Limitations Who is convicted? Who is controlled? Repeat offenders Recidivism Civil liberties and legal barriers Access to resources and support Finance Local and national policies Environment Crime committed by those with moral imperatives


LO4 Be able to research the effectiveness of agencies of social control

AC4.1 Plan research Plan Identify scope Aims and objectives Actions Timelines Sequencing Priorities Milestones Monitoring Planned outputs Research methods

Research methods Primary Secondary Quantitative Qualitative Validity, ethics, reliability

AC4.2 Design research tools Research tools Questionnaires Interview questions Focus group questions Research log Spreadsheet Databases

AC4.3 Analyse findings Analyse findings Use of ICT software Collate information Scrutinise information for bias and influences Connect ideas Identify trends, patterns and causal relationships Interpret findings

AC4.4 Present conclusions Present Using ICT software Use of diagrams and images Clarity of language, tone and style Pace of delivery Consideration of audiences Organisation of information




LO1 Understand the purpose of social control

AC1.1 Explain forms of social control

Explains forms of social control. Evidence has some breadth but may have limited reasoning

Explains with some clear reasoning a range of forms of social control

Explains with clear and detailed reasoning a range of forms of social control

LO2 Understand how social control is formalised

AC2.1 Describe the organisation of the criminal justice system in the UK

Describes in some detail the organisation of the criminal justice system in the UK

AC2.2 Assess how forms of punishment meet the aims

Assesses how a range of forms of punishment meet the aims. Evidence is likely to be mainly descriptive but with some reasoning to support conclusions

Assesses a range of forms of punishment, with some clear reasoning to support conclusions of how they meet the aims. Some content may have limited relevance to situation

Assesses a range of relevant forms of punishment, with clear and valid reasoning to support conclusions

AC2.3 Analyse the role of agencies in achieving social control

Analyses the role of a range of agencies in achieving control. Evidence may be mainly descriptive but key aspects will be highlighted

Analyses the role of a range of relevant agencies in achieving control. Analysis highlights key patterns and relationships




LO3 Understand measures used in social control

AC3.1 Assess the contribution of agencies to achieving social control

Assesses the contribution of agencies to achieving social control. Evidence is likely to be mainly descriptive. Some limited objective reasoning will be included using evidence to support conclusions

Assesses the contribution of agencies to achieving social control with some object reasoning using some evidence of primary data to support conclusions

Assesses with clear, detailed and objective reasoning the contribution of agencies in achieving social control. Evidence draws on primary and secondary data to support conclusions

AC3.2 Explain limitations of agencies in achieving social control

Explains with some clear reasoning limitations of agencies in achieving social control

Explains with clear and detailed reasoning limitations of agencies in achieving social control

LO4 Be able to research the effectiveness of agencies of social control

AC4.1 Plan research Plans research providing some detail of actions using mainly appropriate actions and timelines

Plans in some detail appropriate research activities. Plans are logically sequenced

AC4.2 Design research tools

Designs a range of appropriate research tools that are mainly fit for purpose

AC4.3 Analyse findings Analyses findings. Evidence may be limited and mainly descriptive but key aspects will be highlighted

Analyses findings highlighting key patterns and relationships to draw mainly appropriate conclusions

Analyses in detail a wide range of findings from primary and secondary sources highlighting causal relationships and patterns to draw appropriate conclusions

AC4.4 present conclusions Presents conclusions with a clear and logical structure and appropriate use of oral communication skills


Assessment



Task setting:


Task taking:








Task marking:






Arranging visits to workplaces for example courts, police stations, Parliament, Regional Assemblies, councils and local charity bodies dealing with the disaffected, criminal and excluded.

Arranging talks by visiting speakers, for example from courts, police stations, Parliament, Regional Assemblies, councils and local charity bodies dealing with the disaffected, criminal and excluded.

Carrying out a practical activity based around an observation or a placement with a charity or a community service group to see how policy translates into practice within an organisation.

The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance the effectiveness of agency in achieving social control.

Example 1

Learners will conduct an investigation into pastoral and disciplinary groups within a school or college to understand how rule breaking is managed and controlled. Learners will consider the effectiveness of policy decisions in controlling anti-social behaviour. A visit to the special education department to consider positive reward strategies may be of considerable value. How is the potential for anti-social behaviour identified before it occurs and what strategies are used to defuse tension and aggression?

Example 2

Learners will visit an airport, a theme park, a football match or any other situation where there are large groups of people, to look at how behaviour is managed. They will therefore consider the strategies used by the authorities to maintain control. Learners will work with the security organisations to recognise the strategies that may be employed to prevent anti-social or disruptive behaviour. They may wish to consider the responses of the public to see how they react to the application of control.

Example 3

Mature learners may benefit from experience of considering how behaviours are managed in situations that are socially and emotionally volatile such as in pubs or clubs. How is the potential for anti-social behaviour identified before it occurs and what strategies are used to defuse tension and aggression?


Making contacts


Community Police Officers Local airports Courts Theme parks Organisers of sport fixtures Regional assemblies (for security arrangements) Social venues where alcohol may be consumed Charities and community groups

Essential Skills






Reading

Writing

ICT Use ICT systems




Key SkillsThis unit provides opportunities for learners to develop a range of skills. This table shows the links to Improving own learning and performance, Problem solving, and Working with others, at Level 3.











PLTS


Independent enquirers IE1, IE2, IE3, IE4, IE5, IE6

Creative thinkers CT1, CT2, CT3, CT4

Reflective learners RL2, RL3, RL4, RL5


Self managers SM2, SM3, SM7

Effective participators EP1










CM3 Apply analytical techniques to interpret information for intelligence analysis


Resources

Books

Kelling L and Coles C M – Fixing Broken Windows: Restoring Order and Reducing Crime in Our Communities (Simon and Schuster Inc, 1998) ISBN 9780684837383Martin Innes - 2003 Understanding social control: deviance, crime and social order McGraw Hill ISBN 0335209408

Websites

http://www.antisocialbehaviour.org.uk/news-worthy/2006/respect_agenda.php Anti-Social Behaviourwww.brokenwindows.com/windows_theory.html Broken Windows Theory www.civitas.org.uk The Institute for the Study of Civil Society

Journals

Civil Liberties Review


Unit 4 Changing Awareness of Crime QCF code H/503/3284


Credit value 12


Aim and purpose

There are many crimes that go unreported and under-reported and the purpose of this unit is to develop learners' knowledge and understanding of these crimes. They will also develop skills needed to plan for a campaign for change, whether a change in awareness, policy or action.

Unit introduction

Not all types of crime are alike. What different types of crime are there which take place in our society? What kinds of crime exist about which we know very little, or which are simply not reported to the police and the media? Why are some crimes under-reported or not in the public eye? How do we explain people's reluctance to come forward about crimes of which they have been the victim? Some crimes which seem inoffensive, such as counterfeiting of designer goods have actually been linked to the funding of more serious crime such as terrorism and people trafficking; so why do people turn a blind eye to these 'mild' crimes? What are the social consequences of unreported crime? What methods have governments and other agencies used to raise social awareness of these crimes?

Knowing about the wide range of different crimes and the reasons people have for not reporting such crimes will give you an understanding of the complexity of behaviours and the social implications of such crimes and criminality. By undertaking this unit, you will learn to understand the importance of hidden crime and to use and assess methods used to educate professionals and the general public into an understanding of such crime.

At the end of this unit you will have gained the skills to understand the importance of changing public perceptions of crime. You also know why it is important to educate people about crime and criminality in our society. You will be able to use and assess a variety of methods used by agencies to raise awareness of crime so that it can be tackled effectively. You will have gained the skills to plan a campaign of your own choosing.




LO1 Know typologies of crime AC1.1 Exemplify different types of crime

Types of crime White collar

o Organisedo Corporateo Professional

Moral State

o Human rights Technological

o E-crime Individual

o Hate crimeo Honour crimeo Domestic abuse

Exemplification Criminal offences Types of victim Types of offender Level of public awareness


LO2 Understand consequences of unreported crime

AC2.1 Explain why certain crimes are unreported

Personal reasons Fear Shame Disinterest Not affected Victimless crime

Social and cultural reasons Lack of knowledge Complexity Lack of Media interest Lack of current public concern Culture bound crime (e.g. Honour killing or witchcraft cases)

AC2.2 Explain consequences of unreported crime

Consequences Ripple effect Links to terrorism

o Whole of societyo Individual

Human rights violations Cultural Decriminalisation Police prioritisation Unrecorded crime

Implications Cultural change Legal change Procedural change


LO3 Understand how campaigns are used to elicit change

AC3.1 Describe the purpose of campaigns for change

Purposes Change in policy Change in law Change in priorities of agencies Change in funding Change in awareness Change in attitude

AC3.2 Evaluate methods used in campaigns for change

Methods Media used

o Blogso Viral messagingo Social networkingo Advertisingo Radioo Televisiono Filmo Documentary o Word of moutho Events

Materials usedo Leafletso Advertisementso Blogso Public appearanceso Press releaseso Messagingo Viral materialso Merchandise


LO4 Plan campaigns for change relating to crime

AC4.1 Plan a campaign for change relating to crime

Plan Aims and objectives Target audience Methods to be used Materials to be used Finances Timescales Resources needed

AC4.2 Design materials for use in campaigning for change

Materials Leaflets Advertisements Press releases Merchandise Podcasts

Design Structure of information Use of images or other accentuating features To capture attention Promotes action Persuasive language

AC4.3 Use ICT in developing materials for use in campaigning for change

ICT software to produce Podcasts Leaflets Advertisements

AC4.4 Plan for evaluation of a campaign for change

Evaluation Success criteria Evaluative techniques Design of questionnaires




LO1 Know typologies of crime AC1.1 Exemplify different types of crime

Describes a range of crimes with limited exemplification

Describes a range of crimes using a range of clear examples

Describes a wide range of crimes using a range of clear and detailed examples

LO2 Understand consequences of unreported crime

AC2.1 Explain why certain crimes are unreported

Explains with some clear reasoning why a range of crimes are unreported

Explains with clear reasoning why a range of crimes are unreported, using some appropriate examples to support reasoning

AC2.2 Explain consequences of unreported crime

Explains, with limited reasoning, a range of consequences of unreported crime

Explains with some clear reasoning consequences of unreported crime, using some appropriate examples to support reasoning

Explains with clear and detailed reasoning consequences of unreported crime, using appropriate examples to support reasoning

LO3 Understand how campaigns are used to elicit change

AC3.1 Describe the purpose of campaigns for change

Describes with some detail the purpose of a range of appropriate campaigns for change

AC3.2 Evaluate methods used in campaigns for change

Evaluates methods used in a range of campaigns for change. Evidence is likely to be mainly descriptive with limited reasoning. Some campaigns may not be relevant

Evaluates methods used in a range of appropriate campaigns for change. Evidence is likely to include some well reasoned judgements

Evaluates methods used in a range of appropriate campaigns for change. Evidence is likely to include well reasoned judgements


LO4 Plan campaigns for change relating to crime

AC4.1 Plan a campaign for change relating to crime

Plan for campaign has mainly appropriate actions shown in appropriate sequence but may lack detail

Plan for campaign has mainly appropriate actions, shown in appropriate sequence, with some detail

Plan for campaign has appropriate actions and sequencing in detail

AC4.2 Design materials for use in campaigning for change

Materials show some design element, make clear the purpose of the campaign and use some persuasive language

Materials are well designed to stimulate interest and action

AC4.3 Use ICT in developing materials for use in campaigning for change

ICT is used effectively to developing materials for use in campaign

AC4.4 Plan for evaluation of a campaign for change

Plan for evaluation includes appropriate actions shown in appropriate sequence. Evaluation materials are appropriate to plan but may have some limitations

Plan for evaluation includes appropriate actions shown in appropriate sequence. Evaluation materials are appropriate to plan, well designed and fit for purpose


Assessment



Task setting:


Task taking:








Task marking:






Arranging visits to workplaces for example charities and interest groups: Rape Crisis, Domestic Abuse, Ethnic Minority self-advocacy groups.

Arranging talks by visiting speakers, for example from Parliament, Regional Assemblies, councils and local charity bodies dealing with the disaffected, criminal and excluded.

Carrying out a practical activity based around an observation or a placement with a charity or a community service group to see how the charity promotes its activities, supports members and makes its interests known to the wider public.

The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of the implications of crime being unreported to society and professionals working in the sector.

Example 1

Learners will conduct an investigation using a convenience sample into under-reported or victimless crime to discover reasons why the crime has not been reported and to consider the impact on victims. Ethical considerations are important here and learners should avoid socially sensitive crime such as rape or drug abuse.

Example 2

Learners will visit Victim Support or any charity concerned with Hate Crime. Learning Disability and Mental Health advocacy groups may prove fruitful. They will learn more about the incidence of crime relating to these groups and how the groups attempt to raise awareness among the general public of the issues that they face in daily life.

Example 3

Learners could visit a large organisation to consider security issues within the company. What are the consequences of crime within the company? What is the incidence of such crime? How is crime dealt with? This would be of interest if the Police were contacted to consider the crimes or misdemeanours of officers. What procedures exist for the censure and punishment of offending officers?

Making contacts


Victim support NACRO Probation Services Commercial organisations Police Headquarters


Essential Skills

This unit provides opportunities for learners to develop a range of skills. This table shows the links to Application of Number, Communication and ICT Essential Skills (Wales) at Level 3.





Reading

Writing

ICT Use ICT systems



Key Skills













PLTS


Independent enquirers IE1, IE2

Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6

Reflective learners RL1, RL2, RL3, RL4, RL5, RL6

Team workers TW1, TW2, TW3, TW4, TW6


Effective participators EP1, EP2, EP3, EP4, EP5, EP6









Resources

Books

Hobbs, D (1995) Bad Business. Professional Crime in Modern Britain OUP ISBN 978-0-19-825848-3 Bowling B, Phillips C (2002) Race, Crime and Criminal Justice (Longman Criminology Series) ISBN 0582 299665

Websites

http://www.confronthiddencrime.com/ Domestic abuse websitehttp://technology.timesonline.co.uk/tol/news/tech_and_web/the_web/article2872726.ece News story about technocrimehttp://news.bbc.co.uk/1/hi/magazine/7570305.stm Disability Hate Crime news story and discussion piece


Unit 5 Crime Scene to CourtroomQCF code Y/503/3296


Credit value 12


Aim and purpose

Through this unit, learners will develop the understanding and skills needed to examine information to review the justice of verdicts in criminal cases

Unit introduction

What are the roles of personnel involved when a crime is detected? What investigative techniques are available to investigators to help to identify the culprit? Do techniques differ depending on the type of crime being investigated? What happens to a suspect once charged by the police and the Crown Prosecution Service? What safeguards are in place to ensure a suspect has a fair trial?

The criminal trial process involves many different people and agencies, learning about the roles of these will give you a clearer insight into what happens once a crime is detected and the process that leads to either a guilty or non-guilty verdict. There are strict rules as to how evidence is collected from a crime scene and also strict rules governing the giving of evidence in court; learning about these rules will allow you to review the trial process and assess whether the aims of the criminal justice system have been met. You may be familiar with the role of the jury in the Crown Court, but you may not be aware of the many different factors that influence jury decision making. By undertaking this unit you will be able to assess the use of lay people in determining the fate of a suspect and evaluate the criminal trial process from crime scene to courtroom.

A miscarriage of justice occurs when an innocent person goes to prison and when the guilty person is still free and unpunished. At the end of this unit you will have gained the skills to review criminal cases, evaluating the evidence in the cases to determine whether the verdict is safe and just.




LO1 Understand the process of criminal investigations

AC1.1 Analyse the roles of personnel involved in criminal investigations

Personnel Scenes of crime officers Forensic specialists Forensic scientists Police officers / detectives Crown Prosecution Service Pathologist Other investigative agencies e.g. Serious and Organised Crime

Agency; Customs and Excise

Limitations Cost Expertise Availability


AC1.2 Assess the use of investigative techniques in criminal investigations

Techniques Forensic Surveillance techniques Profiling techniques Use of Intelligence databases e.g. National DNA Database Interview

o Eye witnesseso Other witnesses

Observation etc.

Use of techniques Situation

o Crime sceneo Laboratoryo Police stationo 'Street'

Type of crimeo Violent crimeo E-crimeo Property crime

AC1.3 Explain how evidence is processed

Types of evidence Physical Evidence Testimonial Evidence

Process Collection Transfer Storage Analysis Personnel involved

AC1.4 Explain rights of individuals in criminal investigations

Individuals Suspects Victims Witnesses


LO2 Understand the process for prosecution of suspects

AC2.1 Explain the requirements on CPS for prosecuting suspects

Requirements Charging role – Criminal Justice Act 2003 Prosecution of Offences Act 1985 Full Code Test

AC2.2 Describe trial processes Process Pre-trial Bail Roles Plea bargaining Courts Appeals

AC2.3 Assess key influences affecting the outcomes of criminal cases

Influences Evidence Media Witnesses Experts Laypeople Politics Judiciary Barristers and legal teams

AC2.4 Explain rules in relation to the use of evidence in criminal cases

Rules of evidence Relevance and admissibility Disclosure of Evidence Hearsay rule and exceptions Legislation - Criminal Justice Act 2003;Police and Criminal Evidence

Act 1984; Criminal Procedures and Investigations Act ; Youth justice and Criminal Evidence Act; Criminal Procedure Rules

AC2.5 Assess the use of laypeople in criminal cases

Laypeople Juries Magistrates

AC2.6 Outline models of criminal justice

Models Due process Crime control


LO3 Be able to review criminal cases

AC3.1 Examine information for validity

Examine for Bias Opinion Circumstances Currency Accuracy

Information Evidence Trial transcripts Media reports Judgements Law Reports

AC3.2 Draw conclusions from information

Conclusions Just verdicts Miscarriage Safe verdicts Just sentencing




LO1 Understand the process of criminal investigations

AC1.1 Analyse the roles of personnel involved in criminal investigation

Analyses the roles of personnel involved in criminal investigations. Evidence may have limited reasoning or relevance

Analyses, with some clear reasoning and relevance the roles of personnel involved in criminal investigations

AC1.2 Assess the use of investigative techniques in criminal investigations

Assesses the use of a limited range of investigative techniques in criminal investigations. Evidence may be limited in terms of judgements and reasoning and be mainly descriptive. Some examples used are relevant

Assesses the use of a range of investigative techniques in criminal investigations. Evidence will have some reasoning for judgements made based on some relevant examples

Assesses the use of a range of investigative techniques in criminal investigations. Evidence will have clear and detailed reasoning for judgements made based on relevant examples

AC1.3 Explain how evidence is processed

Explains how evidence is processed. Evidence may be mainly descriptive with limited reasoning or relevance

Explains with some clear relevance and reasoning how evidence is processed

AC1.4 Explain rights of individuals in criminal investigations

Explains rights of individuals in criminal investigations. Evidence may be mainly descriptive


LO2 Understand the process for prosecution of suspects

AC2.1 Explain requirements on CPS for prosecuting suspects

Explains requirements on CPS for prosecuting suspects. Evidence may be mainly descriptive

Explains with some clear reasoning and relevance requirements on CPS for prosecuting suspects

AC2.2 Describe trial processes

Describes in some detail relevant aspects of trial processes

AC2.3 Assess key influences affecting the outcomes of criminal cases

Assesses key influences affecting the outcomes of criminal cases. Evidence may be limited in terms of judgements and reasoning and be mainly descriptive. Some examples used are relevant

Assesses key influences affecting the outcomes of criminal cases. Evidence will have some reasoning for judgements made based on some relevant examples

Assesses key influences affecting the outcomes of criminal cases. Evidence will have clear and detailed reasoning for judgements made based on relevant examples

AC2.4 Explain rules in relation to use of evidence in criminal cases

Explains rules in relation to use of evidence in criminal cases. Evidence may be mainly descriptive with some relevance

Explains in some detail the mainly relevant rules in relation to use of evidence in criminal cases

AC2.5 Assess the use of laypeople in criminal cases

Assesses the use of laypeople in criminal cases. Evidence may be limited in terms of judgements and reasoning and be mainly descriptive. Some examples used are relevant

Assesses the use of laypeople in criminal cases. Evidence will have some reasoning for judgements made based on some relevant examples

Assesses the use of laypeople in criminal cases. Evidence will have clear and detailed reasoning for judgements made based on relevant examples

AC2.6 Outline models of criminal justice

Outlines models of criminal justice in relation to relevant criminal cases


LO3 Be able to review criminal cases

AC3.1 Examine information for validity

Examines a range of information sources and assesses for validity, giving mainly appropriate reasoning

Examines a range of information sources and assesses for validity, providing clear and appropriate reasoning

AC3.2 Draw conclusions from information

Draws conclusions on criminal cases. Conclusions may be mainly subjective, with limited evidence used in support

Draws some objective conclusions on criminal cases, using some evidence and reasoning in support of conclusions

Draws objective conclusions on criminal cases, using evidence and reasoning in support of conclusions.


Assessment



Task setting:


Task taking:








Task marking:




Making teaching vocationally relevant

It is important that learners recognise the knowledge and understanding they develop are vocationally relevant. There are a number of ways in which this can be achieved:

Arranging visits to workplaces, for example a local magistrates court and Crown court, a police station, Crown Prosecution Service offices, or barristers chambers to see the roles they play in the criminal trial process

Carrying out a practical activity based around a work-based scenario such as acting as a Crown Prosecutor and working on a criminal case and exploring both the public interest and evidential tests to determine prosecution

Arranging talks by visiting speakers, for example a Crown Prosecution Service solicitor to look at the tests they employ when deciding whether to prosecute a suspect; or a CID Officer to discuss the various techniques and aids available when carrying out an investigation; or a scenes of crime officer to look at how evidence gathering is carried out

The following are examples of approaches to delivery which could be used to enhance the learners understanding of the vocational importance of following correct procedures when dealing with criminal cases.

Example 1

A dead body has been discovered next to a public toilet block in the local park, the man had been stabbed and there was a bloody fingerprint and several trails of blood discovered on initial investigation. The dead man appears to fit the description of a man reported missing by his wife the previous evening. Learners may be asked to consider the forensic opportunities that are present at this stage and what the next steps would be in this investigation, and the agencies that would need to be involved to investigate this crime. Using their understanding of the roles of those who work within a criminal investigation and the retrieval of evidence from a crime scene, they are required to work with representatives from the police and scientific support to understand whether the process of the criminal investigation has been carried out properly.

Example 2

A group of final year Law students at a local University are running an Innocence Project to look into cases where the convicted person claims to be innocent and have been wrongly convicted. Learners will work with the students to review the evidence in the cases and to determine whether the conviction was safe and reliable, and to make recommendations for appeal in those that are felt to be unsafe.

Example 3

A case has come into the local Crown Prosecution Service office; it is the death of a terminally ill lady by her husband, who claims that he killed her to end her suffering. The man has been charged with her murder. Learners will work with the Crown Prosecution Service caseworkers and solicitor and apply the Full Code test to determine the evidential and public interest factors in prosecuting the man.


Making Contacts


Magistrates court Crown Court Crown Prosecution Service Police Barristers and solicitors Scientific Support / scenes of crime officers Pathologist Customs and Excise

Essential Skills

This unit provides opportunities for learners to develop a range of skills. This table shows the links to Application of Number, Communication and ICT Essential Skills (Wales) at Level 3.





Reading

Writing

ICT Use ICT systems




Key Skills












PLTS


Independent enquirers IE1, IE3, IE4, IE5, IE6

Creative thinkers CT2, CT3, CT4

Reflective learners RL1, RL2, RL3, RL4, RL5, RL6



Effective participators EP1, EP2, EP5






DA1 Provide and obtain information at courts and formal hearings

DA2 Exchange information and present at courts and formal hearings



Resources

Books

Gardner R and Bevel T (2009) Practical Crime Scene Analysis and Reconstruction (Practical Aspects of Criminal & Forensic Investigations) Taylor and Francis group ISBN 9781420065510

Ebisike, Norbert (October 2008). Offender profiling in the courtroom: the use and abuse of expert witness testimony. Greenwood Publishing Group. ISBN 9780313362101.

Websites

http://www.crimescenenet.co.uk/ courtroom presentation website http://www.forensic.gov.uk/ Forensic Science Servicehttp://www.exploreforensics.co.uk/ Explore Forensics


5 ASSESSMENT AND GRADING

All WJEC Level 3 Qualifications in Criminology (QCF) units are internally assessed and externally moderated.

The following principles apply to the assessment of each unit:

All units are assessed through summative controlled assessment. Details of overarching principles for controlled assessment are found in this section. Controls for each unit are provided in a model assignment.

Each unit must be assessed independently. Learners may produce a piece of evidence that contributes to assessment criteria for more than one unit. This is acceptable provided it can be clearly attributed to a specified assessment criterion and has been produced under the appropriate controlled conditions for each unit.

All assessment criteria must be met under controlled conditions as specified for unit learning outcomes to be achieved.

Performance bands for merit and distinction can only apply once a learner has achieved all assessment criteria. Evidence must clearly show how the learner has met the standard for the higher grades.

5.1 Grading

Unit achievement is based on a learners ability to meet the assessment criteria. Performance bands have been written to enable learners to demonstrate their ability against the assessment criteria. There are no additional requirements to achieve higher grades.

Awarding a summative unit grade

Units can be awarded a summative grade of Pass, Merit or Distinction.

To be awarded a Pass grade for a unit, a learner must meet all of the minimum requirements of all assessment criteria for the unit.

To be awarded a Merit grade for a unit, a learner must additionally meet all of the Merit minimum requirements as set out in the Merit performance bands.

To be awarded a Distinction grade for a unit, a learner must additionally meet all of the minimum requirements set out in the Distinction performance bands


Grading the qualification

Learners that achieve the minimum credit for the eligible combination of units will be awarded a grade for the qualification.

WJEC Level 3 Award in Criminology (QCF) can be graded Pass, Merit or Distinction.

WJEC Level 3 Certificate in Criminology (QCF) can be graded Pass, Merit or Distinction

WJEC Level 3 Diploma in Criminology (QCF) can be graded Pass, Merit, Distinction or Distinction*.

The qualification grade is awarded on the basis of the aggregation of unit grades achieved. Each unit achieved is awarded credits. It is also awarded a number of points for the purpose of grading the qualification. Learners are awarded a Merit, Distinction or Distinction* grade if they achieve sufficient points in eligible units for the qualification. The number of points available for each unit is determined by the credit value and grade achieved.

Points available are shown in the following table:

Unit - QCF LevelPoints per credit


Level 3 4 5 6

The qualification grade is then calculated by comparing the learners point score to the qualification grade table below.

QualificationPoints per credit

Pass Merit Distinction Distinction*

WJEC Level 3 Award in Criminology (QCF) 48 60 72

WJEC Level 3 Certificate in Criminology (QCF) 96 120 144

WJEC Level 3 Diploma in Criminology (QCF) 192-227 228-275 276-287 288

5.2 Principles for controlled assessment

WJEC Level 3 Qualifications in Criminology (QCF) qualifications have adopted the principles of controlled assessment as set out in the Joint Council for Qualifications document 'GCSE, GCE, ELC, Functional skills, Principal learning in the Diploma and Project Qualifications – instructions for conducting coursework'. This document can be accessed through the JQC website (www.jcq.org.uk). Each centre must ensure that internal assessment is conducted in accordance with these controls.


This section sets out the controls that will generally be applied to all units within the specification. Specific details of controls for each unit can be found in the model assignments.

There are three stages of assessment that will be controlled:

Task setting Task taking Task marking

For this specification, there are two levels of control that can be applied to any stage:

Limited Medium

Task setting

WJEC have produced model assignments for each unit. Centres are however allowed to modify the assignment within specified parameters. This will allow centres to tailor the assessment to local needs.

The model assignment has been written to ensure the following controls are in place:

Each unit is assessed through one assignment.

Each assignment must have a brief that sets out an applied purpose. An applied purpose is a reason for completing the tasks that would benefit society, a community or organisation Further details are in the rationale in Section 1.2.

The assignment can specify a number of tasks but tasks must be coherent ie show how the assessment requirements all contribute to the achievement of the applied purpose of the assignment.

The assignment must provide each learner with the opportunity to address all assessment criteria and all performance band requirements.

The assignment must indicate the acceptable forms of evidence. These must conform to those forms set out in the model assignment.

Where a centre has adapted the model assignment, there must be evidence of quality assuring its fitness for purpose. Sample documentation for this activity is provided with each model assignment.

Task taking

There are five areas of task taking that are controlled: time, resources, supervision, collaboration and resubmission.

Time

'Time' has limited control. Each model assignment will specify the total amount of time available for summative assessment. Centres have the discretion for how that time is allocated to each task.


Resources

'Resources' has limited control. The assessor can determine which resources should be provided to all learners to ensure fair and valid assessment takes place. Where specific resource controls must be in place, these will be stated in the model assignment.

Supervision

'Supervision' has medium control. Learners must normally be supervised by an assessor whilst completing controlled assignment tasks. Model assignments will specify where supervision is not required, for example when undertaking a survey. Centres must have in place systems to ensure learners cannot access evidence they have been developing outside of supervised activities.

Authentication

Supervision is in place to ensure the authenticity of evidence produced for summative assessment. Assessors are not expected to provide input or guidance to learners during the controlled assessment time. This includes providing formative feedback on the evidence being produced. Assessors can provide guidance on the requirements of the task and remind learners of the performance bands and how they can be interpreted. Assessors must intervene where there is a health and safety hazard observed.

Learners can review and redraft evidence independently within the time controls for the assessment. Learners cannot redraft based on feedback from an assessor.

Learners must sign a declaration to confirm that all evidence submitted for moderation is their own work and that any sources used have been acknowledged.

Assessors must sign a declaration to confirm that evidence submitted for moderation was completed under the controlled conditions set out in the model assignments.

Collaboration

'Collaboration' refers to group work and has limited control.

The model assignment will indicate whether:

Group work must take place Group work is forbidden Centres can elect to complete tasks through group work

Where group work takes place, the following principles must be considered:

Tasks should allow each member of the group to have full access to all performance bands for all assessment criteria.

Evidence must be clearly attributable to each individual member of the group.

Assessment of the individual must be based on the individual contribution to the evidence produced.


Learners achievement must not be affected by the poor performance of other group members.

Learners achievement must not benefit from the performance of other group members.

Re-submission

Learners can re-submit for entry at any moderation point. Learners must complete a new assessment, completed within the same levels of control. They cannot improve previously submitted work.

Task marking

All marking of evidence must be made against the assessment criteria and performance band statements given in each unit specification. Evidence marked must comply with the controlled requirements set out in the model assignment.

Written evidence must be annotated to show how it relates to the assessment criteria and performance band requirements.

Performance evidence, for example of giving a presentation, must be made on observation records. Observation records will include a description of learner performance as well as a summative statement on the quality of that performance. Where performance is observed by someone other than an assessor, the 'witness' must complete a witness statement. Assessors will need to authenticate the statement either through scrutiny of supporting evidence and/or questioning of the learner and/or witness. If the statement is authenticated, it can be allowed to contribute to the evidence for assessment. Evidence of authentication will also need to be included. Each model assignment that allows performance evidence will include a sample observation record and witness statement.

Marking should only be undertaken by a designated assessor. An assessor should have appropriate expertise in the subject and level for a specified unit.

The assessor is responsible for ensuring that:

Assessment is conducted under specified controlled conditions

They are clear about the requirements of the learning outcomes, assessment criteria and performance band statements prior to commencing controlled assessment.

Evidence presented for assessment is authentic.

Assessment decisions are accurately recorded.

Evidence is appropriately annotated.

Observation records contain sufficient detail for objective corroboration of decisions.

Judgements are only made against the performance band statements.


Recognition of Prior Learning (RPL)

RPL is a method of enabling individuals to claim credit for units in the QCF, irrespective of how their learning took place.

There is no concept of 'partial achievement of a unit'; claims for credit through RPL must be assessed against the learning outcomes for the unit(s) as a whole.

The learner should be offered advice on the nature and range of evidence considered appropriate to support a claim for credit through RPL, and be given guidance and support to make a claim.

Centres should ensure that the assessment methods they use for RPL are:

- of equal rigour as other assessment methods- fit for purpose - related to the evidence of learning.

In particular, centres must ensure that they are aware of the controls for the assessment of each unit and that they can provide evidence that these have not been compromised.

The assessment process for RPL must be subject to the same quality assurance procedures both within the centre and through external moderation as for all WJEC QCF units. The Lead Assessor will be responsible for ensuring that procedures are in place to:

collect and review evidence map and assess evidence against unit requirements.

Sampling arrangements for internal standardisation MUST include any assessments of RPL evidence, and ensure comparability.

5.3 Standardisation

Centres are expected to standardise assessment decisions. This is the process by which centres ensure that all learners are judged to the same standard across different assessors, teaching groups and from year to year. Evidence of standardisation should be submitted with learner evidence.

Where more than one assessor is involved, the centre must appoint a Lead Assessor. The role of the lead assessor is to:

Document all activities.

Ensure that the assignment presented to learners is fit for purpose and complies with all controls.

Ensure all assessors have appropriate documentation in place to support fair and valid assessment decisions.

Ensure all assessment activities are in accordance with the task taking controls for the unit.


Sample assessment judgements at appropriate times to ensure the performance bands are correctly and consistently applied.

Provide feedback to assessors.

Provide support to assessors on interpretation of performance band requirements.

Centres are directed to the document 'Centre Guidelines' for guidance on establishing internal moderation procedures.

5.4 Training Lead Assessors

WJEC will provide training for lead assessors and assessors each academic year. Assessor support material, including sample documentation, will also be made available to assessors and lead assessors.


6 ENTRY PROCEDURES

WJEC Level 3 Qualifications in Criminology (QCF) qualifications will be available for certification from June 2013.

Thereafter, each qualification will be available for certification following each January and June moderation series.

Entries for January moderation series must be submitted no later than 21 October. Entries for June moderation series must be submitted no later than 21 March.

Unit entry

Entry for individual units must be made by submitting the relevant unit codes as indicated on each unit specification.

Qualification entry

Learners will be entered for the qualification when entering for aggregation (cash-in). Aggregation does not take place automatically: it is necessary to enter the relevant code for aggregation to take place.


7 EXTERNAL MODERATION

The consistency of assessment practices and decisions across centres will be assured through the external moderation of a sample of work.

Each centre will have access to a consultative moderator. The consultative moderator will be available to discuss assessment requirements with centres.

Centres will have the opportunity to attend moderation meetings in each year of delivery. Attendance at these meetings and successful completion of the activities could lead to reduced level of external moderation.

Postal moderation will take place at two points in each year: January and June. For each series where learners are entered, centres will submit a sample, according to the formula below.

Total number of candidates

Work to be submitted(Numbers relate to alphabetical order)

1 – 10 All

11 - 191st and every second (1, 3, 5, 7 etc.) plus the lowest scoring* folder and additional folders as necessary (reflecting the spread of marks) to make a total sample of 10

20 - 451st and every fifth (1, 6, 11, 16 etc.) plus the lowest scoring* folder and additional folders as necessary (reflecting a spread of marks) to make a total sample of 10

46 - 991st and every eleventh (1, 12, 23, 34 etc.) plus the lowest scoring* folder and additional folders as necessary (reflecting a spread of marks) to make a total sample of 10

* The score is based upon the total points the learners obtain for their units before converting to a qualification grade (see Appendix E for examples of calculations)

Centres should ensure they keep all learner portfolios not sent to the moderator in their possession for two months after the closing date for sending samples for moderation.

Centres should submit a sample for each unit that includes:

The controlled assignment brief used to set the assessment activity

A controlled assessment activities sheet completed and signed by the assessor to confirm that the controls for the unit have been applied

A record sheet confirming the authenticity of the evidence presented

Completed mark record sheets outlining which performance bands are met by the evidence


All evidence produced by learners in completion of the controlled assessment, annotated appropriately by the assessor

Evidence produced by the assessor to confirm a learners ability in performance related tasks

Moderators will review all evidence presented to ensure standards are aligned. Evidence will be judged against the following criteria:

Task setting – were tasks set within the controls set by WJEC in the model assignment?

Task taking – is there evidence that tasks were completed under the controlled conditions set out in the model assignment?

Performance bands – does the evidence support assessor's judgement of a learner against national standards?

Annotation – is the evidence produced by learners appropriately annotated, including the detail and clarity in evidence produced by the assessor?

Authentication- is it clear that the evidence submitted was authentically produced by the learner?

Standardisation – is there evidence of effective standardisation/internal quality assurance within the centre?

Timetable

Samples of work must be submitted for external moderation, and related mark sheets returned to WJEC by 30 November for the January series and 15 May for the June series. Centres will need to ensure that internal submission dates are set sufficiently in advance of this to allow for authentication, assessment and standardisation.

Feedback

The outcome of moderation will be to either accept or amend a centre's assessments decisions. Guidance on actions needed before re-submission of specified units at a subsequent moderation series will be also be provided.

Feedback will be provided through a centre moderators report for each certification title, covering the units entered by the centre and will be accessible through WJEC secure website. The report will address the criteria referred to above. A Principal Moderator report will be provided for each series.

Accredited centre status

A centre may apply for Accredited Centre status when their assessment practices and decisions are found to be at national standards for two consecutive years (four moderation series). Where this application is successful, the moderation requirements on some assessors could be relaxed for as long as the centre maintains the rigor of quality assurance. The consistency of assessments across centres will be checked through the external moderation of a sample of work.


8 AWARDING AND REPORTING

Awarding and reporting of results in WJEC Level 3 Qualifications in Criminology (QCF) qualifications will take place in March and August each year.

A Statement of Credit, issued with results, will provide a cumulative record of the credit value and level of all units achieved, whether or not they have been cashed-in for a qualification.

A Qualification Certificate, issued at a later date, will confirm the title, level and size (i.e. Award, Certificate or Diploma) of qualification(s) achieved where cash-in code has been activated.


9 ACCESS AND SPECIAL CONSIDERATION

This specification has been designed to offer fair access for all and to minimise the need to make reasonable adjustments for learners who have particular requirements.

It is expected that normally, individual learners' abilities, interests and needs will be appropriately catered for by centres through:

(a) the choice of units and qualifications available,

and

(b) the potential for personalisation of controlled assessment.

If there are any queries about the use of this flexibility inherent in the specification to meet learners' needs, or about the use of reasonable adjustments, centres should contact WJEC.

Exceptionally, if a centre wishes to request that a learner receives special consideration; procedures will follow those outlined in Section E of the JCQ publication Access Arrangements, Reasonable Adjustments and Special Consideration.


10 POST-RESULTS SERVICES

If a centre wishes to query the outcome of the moderation process this must be done formally by the head of the centre notifying WJEC within 21 days of the publication of results.

The sample of work submitted for moderation will be reviewed by a moderator not involved in the original process, and the centre informed of the outcome.

Should the centre not be satisfied with the outcome of the review, there is provision for an appeal to WJEC.


Appendix A Mapping to National Occupational StandardsThe grid below maps the knowledge and understanding covered in the WJEC Level 3 Qualifications in Criminology (QCF) against the underpinning knowledge and understanding of the National Occupations Standards for the Criminal Justice and Intelligence Analysis Suites.

Criminal Justice NOS WJEC Level 3 Qualifications in Criminology (QCF)NOS Unit 1 2 3 4 5





BA4 Raise awareness to promote community safety and social inclusion

DA1 Provide and obtain information at courts and formal hearings

DA2 Exchange information and present at courts and formal hearings

Intelligence Analysis NOS WJEC Level 3 Qualifications in Criminology (QCF)NOS Unit 1 2 3 4 5


CM3 Apply analytical techniques to interpret information for intelligence analysis


Appendix B Personal, learning and thinking skills (PLTS) Mapping

PLTS Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

Independent enquirers

Creative thinkers

Reflective learners

Team workers

Self managers

Effective Participators


Appendix C Essential Skills (Wales) Mapping


Unit 1 Unit 2 Unit 3 Unit 4 Unit 5




Problem solving


Explore a problem and identify ways of tackling it



Working with others


Plan work with others




Appendix D Key Skills Mapping

Application of Number


Understand numerical data



Communication


Speaking and listening

Reading

Writing

ICT


Use ICT systems

Find, select and exchange information, using ICT

Develop and present information, using ICT


Appendix E Calculation of Qualification Grade – ExamplesWJEC will calculate the qualification grade for learners when unit grades are entered. The examples below illustrate how these calculations are determined. You are directed to the credit value of units (Section 2.2) and the grading points table in Section 4.1

Example 1 Achievement of Grades for the WJEC L3 Award in Criminology (QCF)

Unit Credit Grade Grade Points Unit Points Overall grade

Unit 1 12 Pass 4 4 x 12 = 48 Pass

Unit 1 12 Merit 5 5 x 12 = 60 Merit

Unit 1 12 Distinction 6 6 x 12 = 72 Distinction

Example 2 Achievement of Grades for the WJEC Level 3 Certificate in Criminology (QCF)

Learner A

Units Credit Grade Grade Points Unit Points Overall grade

Unit 1 12 Pass 4 4 x 12 = 48

Unit 2 12 Merit 5 5 x 12 = 60

Total 108 Pass

Learner B


Unit 1 12 Merit 5 5 x 12 = 60

Unit 3 12 Merit 5 5 x 12 = 60

Total 120 Merit

Learner C


Unit 1 12 Merit 4 5 x 12 = 60

Unit 4 12 Distinction 5 6 x 12 = 72

Total 132 Merit


Example 3 Achievement of Grades for the WJEC Level 3 Diploma in Criminology (QCF)

Learner A


Unit 1 12 Pass 4 4 x 12 = 48

Unit 2 12 Merit 5 5 x 12 = 60

Unit 3 12 Pass 4 4 x 12 = 48

Unit 5 12 Merit 5 5 x 12 = 60

Total 216 Pass

Learner B


Unit 1 12 Pass 4 4 x 12 = 48

Unit 2 12 Merit 5 5 x 12 = 60

Unit 4 12 Merit 5 5 x 12 = 60

Unit 5 12 Merit 5 5 x 12 = 60

Total 228 Merit

Learner C


Unit 1 12 Pass 4 4 x 12 = 48

Unit 2 12 Merit 5 5 x 12 = 60


Unit 4 12 Merit 5 5 x 12 = 60

Total 240 Merit


Learner D


Unit 1 12 Merit 5 5 x 12 = 60

Unit 3 12 Merit 5 5 x 12 = 60



Total 264 Merit

Learner E






Total 288 Distinction*


Appendix F GlossaryA3.1 Knowledge learning outcomes

Knowledge learning outcomes are effectively assessed through the learner giving the 'facts' of a situation.

Differentiators Differentiators in performance are often given using the following terms:

AccuracyIs what they are claiming as fact actually correct?

Breadth/rangeIs there an expectation of breadth rather than depth i.e. they should have superficial knowledge of a lot of facts rather than in-depth knowledge of a few.

ClarityThis is often related to communication skills, but you can anticipate that someone who really knows something knows how to organise what they are saying and doesn't mix with information that is incorrect or irrelevant. People who waffle tend to be less certain of their knowledge than those who can be succinct and to the point.

Depth/detailHave they given sufficient detail to confirm that they really do know something?

Relevance/applicationDo the facts have to be relevant to the situation? Is it simply pure theory or do you want them to show knowledge through their discarding of what they consider is not relevant.

Command VerbsA consideration of the command verbs used in the AC, can help determine which differentiators could be used. Below are definitions of knowledge related command verbs.

Describe – paint a picture in words, provide information with detail. Using this analogy, you would expect there to be some detail in what they know. Describe could be extended to merit and/or distinction, but could also be pass only. If it is to be extended to distinction, then there will probably need to be a number of qualifiers.

Define – state the meaning of a term. It is unlikely this could be extended to merit or distinction level.

Identify – recognise, distinguish and establish what something is. It is unlikely that this could be extended to distinction level. Differentiation is likely to be about relevance and accuracy.

Illustrate – exemplify, describe with reference to examples. This could be extended to merit and distinction level.

Outline – gives a sketch of the situation, gives an overall impression. This is unlikely to be extended to merit and distinction level. A good outline becomes a description!

State – make an assertion. This would not extend beyond pass.


A3.2 Understand learning outcomes

Understanding learning outcomes are effectively assessed through the learner showing how they have applied their knowledge through effective reasoning.

Differentiators

Clarity – is the reasoning explicit or implicit. Where reasoning is implicit the level of understanding has to be interpreted. Explicit reasoning shows the understanding clearly exists.

Depth – how detailed is the reasoning?

Justification – are you persuaded of their argument and reasoning?

Substantiation – has the learner drawn on evidence to support any conclusions made.

Validity – is the reasoning valid? Is it accurate? Is it based on the context of the situation? Is it based on theory?

Command VerbsBelow are definitions of understanding related command verbs.

Analyse – examine in detail, break into component parts, examine relationships.

Assess – make a judgement about the quality or value of something.

Compare – explain similarities and differences.

Evaluate – make judgements against criteria, usually based on analysis and data.

Explain – give reasons.

Justify – persuade someone of the validity of an argument, to validate a proposal.

A3.3 Be able to learning outcomes

'Be able to' learning outcomes focus on learners development of skills. They involve practical, hands on activities. Related AC are often assessed through the production of ephemeral evidence, such as witness testimonies and observation records.

Differentiators

AccuracyWere they able to elicit accurate information by using the skills?

AdaptationCan they use the skill in different contexts?

AppropriateWas the skill used appropriately, taking account of the situation/location?


ConfidenceVery difficult to assess as it is an intrinsic feeling so assessors will find this challenging to determine. It is however sometimes used. Consider hesitance as a sign of a lack of confidence, so fluidity and consistency can be aspects of confidence.

EffectivenessDid the use of the skill produce the expected outcomes?

IndependenceWere the learners able to demonstrate the skill without support or guidance from others?

Command VerbsBelow are definitions of 'be able to' related command verbs.

Collaborate – make a contribution to the work of a team, supporting team members as required

Communicate – ensure information is received effectively

Display – organise and present information diagrammatically

Handle – manipulate a tool/equipment to a desired effect

Monitor – observe and record activity, could also include ensuring expected progress is maintained

Maintain – to keep in an appropriate condition

Plan – organise a range of components into a logical sequence. This could also include timings. It could also include how this organisation is presented.

Present – organise and communicate in a way that can be clearly followed and understood. Often refers to oral communication skills and may include use of supporting information.

Process – use a series of actions to elicit results

Record – obtain and store data and information

Use – employ something for a purpose

WJEC Level 3 Qualifications in Criminology (QCF) Specification for teaching from September 2012 JF26/10/11

wjec entry level framework specification web viewwjec level 3 qualifications in criminology (qcf)...

Documents