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Kingswood Secondary Academy

Ofsted Good

Curriculum End Points

Year 12 (Units 1 & 2);

Unit 1:  

  • Have an understanding of specific examples of different types of crime and be able to analyse them by  criminal offences, types of victim, types of offender and level of public awareness. 

  • Have an understanding of 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 knowledge of specific examples of how different forms of media are used to portray fictional and factual representations of crime. 

  • Learners should 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 should 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 should 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 should 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 should identify an appropriate campaign for change and produce a comprehensive plan of action. 

  • Learners should consider the design of materials such as: leaflets, TV advertisements Posters, blogs and social network pages. 

  • Learners should justify the approach and the need for a campaign for change. 

Unit 2 

  • Learners should have understanding of how criminality and deviance are defined, the implications of committing a criminal and/or deviant act. Synoptic links: Learners should also understand the impact of reporting on public perceptions of crime and deviance. 

  • Students must understand how laws change from culture to Culture, how laws change over time,  how laws are applied differently according to circumstances in which actions occur and why laws are different according to place, time and culture. Synoptic links: Learners should understand how media and campaigns for change contribute to social constructions of criminality and unreported crime. 

  • Learners should have knowledge of a range of genetic theories, such as: Jacobs xyy study twin and adoption. Additionally,  students should have knowledge of arrange of physiological theories, e.g. Lombroso and Sheldon. 

  • Learners should have knowledge of a range of theories, e.g. Bandura, Eysenck and Freud. 

  • Learners should be able to summarise the key points of a range of theories, e.g. Marxism, labelling, functionalism and left & right realism 

  • Learners should 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 should evaluate the strengths and weaknesses of criminological theories in terms of explaining crime. 

  • Learners should 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 should have an understanding of social changes and how they have affected policy development. 

  • Learners should be able to describe how campaigns affect policy making. Synoptic 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 

Year 13 (Units 3 & 4); 

Unit 3 

  • Learners should 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 should 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 should have an understanding of the different types of evidence and how they are collected and processed. 

  • Learners should 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 should consider the rights of all individuals from investigation through to appeal. 

  • Learners should have an understanding of the role of the CPS. Learners should explain the evidential and public interest tests in the decision to prosecute. 

  • Learners should have knowledge of each of the stages of the trial process including the roles of the personnel involved. 

  • Learners should have an understanding of how evidence is used in court. 

  • Learners should have an understanding of the many factors that can influence the outcome of a trial and be able to assess their impact 

  • Learners should be able to discuss the strengths and weaknesses of both juries and lay magistrates. 

  • Learners should develop the ability to review information and make judgements on the suitability of the content they provide against a number of criteria. 

  • Learners should develop skills to analyse information, in order to draw conclusions based on reasoned evidence. 

Unit 4 

  • Learners should have knowledge of the legislative process and the role of judges in making criminal law. Synoptic 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 should 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. Synoptic 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 should be able to describe the theories of the two models of criminal justice. Synoptic 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 should have an understanding of different forms of social control with reference to theory. Synoptic 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 should be able to explain each of the aims of punishment. Synoptic links: Learners should be able to consider these aims in the context of the criminological theories learned in Unit 1. 

  • Candidates should be able to assess how different forms of punishment meet the aims of punishment. Synoptic 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 should be able to identify agencies involved with social control and explain their role in achieving social control. Synoptic links: Learners can apply their understanding from Unit 3 to this criterion. 

  • Candidates should understand the range of techniques used by the agencies and be able to examine their contribution. Synoptic 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 should understand the limitations of social control agencies and able to examine the implications of these limitations. Synoptic 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 should be able to draw together their learning to evaluate the success or failure of agencies in achieving social control. Synoptic links: Learners should apply the skill they developed in Unit 3 to evaluate information in terms of bias, opinion, circumstances, currency and accuracy