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Kingswood Secondary Academy

Ofsted Good


Criminology subject Intent:

Our intent is comprised of the following 3 sections:

  1. Our vision for the subject/faculty and the purpose it serves for our pupils
  2. Defining what the key concepts and core domains of knowledge are, that pupils will learn about
  3. The end points our curriculum is working towards
  4. Our vision
  • Aspiration –to expose students to potential Career opportunities involved with Criminology related to lessons taught. To offer a range of Aspirations linked to criminology in the UK and the world. We provide opportunities for students to articulate their opinions via class discussions and analyse media sources so that they can gain confidence to stress their ideas appropriately.
  • Core knowledge – students are taught about the theories of criminality and the changing awareness of crime in year 12 and in year 13 they are taught about the process from the crime scene to the court and crime & punishment.
  • Procedural/Powerful knowledge –The subject of Criminology should inspire. Students are taught topics to inspire awe and wonder. Pupils will learn about social norms and values and what role they play in society.  Criminality- what it is, why people commit crimes  and what they have done to explain criminality in society.  Change over time and the skill of being able to recognise how things have changed based on the study of ideas and events.  Perspectives- how people experience and view criminality. Empathy and being able to understand another person’s views. Significance- how do we judge this and students must attempt to determine relative significance of theories of criminality influencing policy development.
  • Developing cultural capital –Learning about criminology in a classroom is one thing. Experiencing criminology by taking day trips to local magistrates courts and  crown court. The Students will participate in Zakon Training LTD who will teach the students about forensic procedures and employability skills.
  • Developing character – enabling our students to RISE. In particular developing our Core Values of:
  • Respect- Criminology teaches students about periods of time when certain groups were marginalised and oppressed and how this links to changes in social attitudes and norms
  • Independence- Criminology teaches students the skills of independent research, the excitement of a student discovering information for themselves and sharing this with the class. The students will have to review news stories and how we can explain the events using criminological theories.
  • Service- Criminology teaches students about those that have created criminality theories in the past and the impact their theories  have had on society today and how we can continue to serve our communities
  • Empathy- Criminology  is intrinsically about learning from other people’s experiences and perspective. Students placing themselves in the ‘shoes of others’ This is taught throughout our curriculum. 
  • Identifying and addressing context specific need – Students studying Criminology are offered pastoral support through the Sixth Form team (Head of Year, Deputy Head of Year and form tutors) and academic support from their subject tutors alongside the Aspiration and Careers Lead and Prospects Careers Advisor.  Those students with specific learning need are encouraged through the work of the SENDCo and the learning support team within the academy.  For those students with limited financial means needing additional support the Pupil Premium fund and UniConnect funding is sought to help with ensuring they benefit from the same opportunities as other students within the cohort.  Subject-specific support from class teachers enables all students to achieve and challenge themselves to do more including one-to-one guidance and individual / paired or group tasks .


  • Learning is sequential – Criminology is only taught in Year 12 and 13, therefore, there is no criminology content (knowledge and understanding) at G.C.S.E. to build upon.  However, the skills taught in Key Stages 3 and 4 Humanities courses (History, Geography and Religious Studies) are fundamental to understanding the topics addressed within Criminology. Prior knowledge and retrieval practice are embedded in criminology lessons using the Do Now Activities (last week, last term and last year) allowing knowledge to be built upon and more easily accessed through dual coding, vocabulary practice and exam skills as appropriate.  Lessons are planned to develop both skills and knowledge from the Humanities courses at Key Stage 4 and across the curriculum with courses available at Level 3 including Psychology and sociology. 
  1. Our key concepts and core domains of knowledge


At Key Stage 5, learners will study Criminology (WJEC).   Over the two years of the course, learners will study:

Unit 1: Changing awareness of crime

Unit 2: Criminological theories

Unit 3: Crime scene to the Court room

Unit 4: Crime and Punishment

  1. The end points of our curriculum


By the end of each year our learners will be able to:


Year 12 (Unit 1 and 2)

Year 13 (Unit 3 and 4)

Unit 1:

  • Have an understanding f specific examples of different types of crime and be able to analyse them by  criminal ffences, types of victim, types of offender and level of public awareness.
  • Have an understanding f the reasons why certain crimes are not reported to the police. Learners will consider crimes such as: common assault, domestic abuse, vandalism, rape, perceived victimless crimes (e.g. white-collar crime, vagrancy, prostitution, assisted suicide).
  • Have knwledge of specific examples of how different forms of media are used to portray fictional and factual representations of crime.
  • Learners shuld be familiar with specific examples of media portrayal of criminality and the range of impacts given. Understanding of those impacts should be based on theories.
  • Learners shuld evaluate the methods used to collect and present the two sources of information about crime given in the content. The evaluation should use the criteria specified in the content.
  • Learners shuld be aware that campaigns for change may have different purposes. Additionally, students should compare examples of campaigns for change and examine their effectiveness in achieving their objectives. Campaigns could include, for example, classification of drugs, euthanasia, abortion, smoking, etc.
  • Learners shuld have knowledge of the media and specific materials used in campaigns and be able to evaluate their effectiveness in promoting a campaign for change.
  • Learners shuld identify an appropriate campaign for change and produce a comprehensive plan of action.
  • Learners shuld consider the design of materials such as: leaflets, TV advertisements Posters, blogs and social network pages.
  • Learners shuld justify the approach and the need for a campaign for change.


Unit 2

  • Learners shuld have understanding of how criminality and deviance are defined, the implications of committing a criminal and/or deviant act. Synptic links: Learners should also understand the impact of reporting on public perceptions of crime and deviance.
  • Students must understand hw laws change from culture to Culture, how laws change over time,  hw laws are applied differently according to circumstances in which actions occur and why laws are different according to place, time and culture. Synptic links: Learners should understand how media and campaigns for change contribute to social constructions of criminality and unreported crime.
  • Learners shuld have knowledge of a range of genetic theories, such as: Jacobs xyy study twin and adoption. Additionally,  students shuld have knowledge of arrange of physiological theories, e.g. Lombroso and Sheldon.
  • Learners shuld have knowledge of a range of theories, e.g. Bandura, Eysenck and Freud.
  • Learners shuld be able to summarise the key points of a range of theories, e.g. Marxism, labelling, functionalism and left & right realism
  • Learners shuld have knowledge of a range of crimes for example, crimes against the person/property, white collar, corporate crime, etc. Additionally, Learners should be able to analyse a range of crimes and criminal behaviour and understand possible causes through the application of the theories learned for LO2.
  • Learners shuld evaluate the strengths and weaknesses of criminological theories in terms of explaining crime.
  • Learners shuld be able to apply their knowledge of each of the theories and assess their use in informing policy on crime. This could include, for example, penal populism, zero tolerance, CCTV, restorative justice, multi-agency approach.
  • Learners shuld have an understanding of social changes and how they have affected policy development.
  • Learners shuld be able to describe how campaigns affect policy making. Synptic links: Learners should use their knowledge and understanding of campaigning for change learned through Unit 1 to consider its effect on different types of policies


Unit 3

  • Learners shuld have an understanding of the roles of the personnel involved and be able to evaluate their effectiveness in criminal investigations. The effectiveness should be considered in the context of potential limitations like cost, expertise and availability.
  • Learners shuld have an understanding of the range of investigative techniques and assess their usefulness in a range of different types of criminal investigations, considering situations and types of crime.
  • Learners shuld have an understanding of the different types of evidence and how they are collected and processed.
  • Learners shuld explore how different types of evidence were processed through a range of case studies, e.g. Barry George, Sally Clarke, Angela Cannings and Amanda Knox.
  • Learners shuld consider the rights of all individuals from investigation through to appeal.
  • Learners shuld have an understanding of the role of the CPS. Learners should explain the evidential and public interest tests in the decision to prosecute.
  • Learners shuld have knowledge of each of the stages of the trial process including the roles of the personnel involved.
  • Learners shuld have an understanding of how evidence is used in court.
  • Learners shuld have an understanding of the many factors that can influence the outcome of a trial and be able to assess their impact
  • Learners shuld be able to discuss the strengths and weaknesses of both juries and lay magistrates.
  • Learners shuld develop the ability to review information and make judgements on the suitability of the content they provide against a number of criteria.
  • Learners shuld develop skills to analyse information, in order to draw conclusions based on reasoned evidence.


Unit 4

  • Learners shuld have knowledge of the legislative process and the role of judges in making criminal law. Synptic links: Learners should relate this to the review of verdicts in criminal cases in Unit 3 and campaigns and changes in policy learned in Unit 1.
  • Learners shuld have knowledge of the organisation and role of the agencies involved in criminal justice. Learners should also consider the relationships between different agencies and the extent of co-operation that exists. Synptic links: Learners should draw on their learning in Unit 3 regarding the process taken to obtain verdicts in criminal cases and the roles of different personnel and agencies involved. Learners can also draw on their learning of campaigns and changes in policy learned in Unit 1.
  • Learners shuld be able to describe the theories of the two models of criminal justice. Synptic links: Learners will draw on their understanding of criminological theories in Unit 2 and their review of criminal verdicts in Unit 3 to gain awareness of the application of these models.
  • Candidates shuld have an understanding of different forms of social control with reference to theory. Synptic links: Learners will need to relate their understanding to theoretical knowledge acquired through Unit 2. They should also be able to apply their understanding to situations studied in Units 1, 2 and 3.
  • Learners shuld be able to explain each of the aims of punishment. Synptic links: Learners should be able to consider these aims in the context of the criminological theories learned in Unit 1.
  • Candidates shuld be able to assess how different forms of punishment meet the aims of punishment. Synptic links: Learners should be able to draw on their learning developed in Units 1, 2 and 3 in order to make objective evidence based conclusions.
  • Candidates shuld be able to identify agencies involved with social control and explain their role in achieving social control. Synptic links: Learners can apply their understanding from Unit 3 to this criterion.
  • Candidates shuld understand the range of techniques used by the agencies and be able to examine their contribution. Synptic links: Learners should apply their understanding of: policy and campaigns from Unit 1, criminological theories from Unit 2 and the processes used to bring an accused to justice in Unit 3 to the role of the different agencies.
  • Learners shuld understand the limitations of social control agencies and able to examine the implications of these limitations. Synptic links: Learners should apply their understanding of criminological theories from Unit 2 in their examination of the limitations. Learners will also draw on their understanding of policy and campaigns for change in examination of the limitations of agencies.
  • Learners shuld be able to draw together their learning to evaluate the success or failure of agencies in achieving social control. Synptic links: Learners should apply the skill they developed in Unit 3 to evaluate information in terms of bias, opinion, circumstances, currency and accuracy
  • Ofsted
  • NOS
  • NOS 2
  • Career Mark
  • DofE
  • London Institute