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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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 5
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 6
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 7
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 8
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 9
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
Unit Number Unit Title Credits
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
Unit Number Unit Title Credits
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 10
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 11
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 12
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 13
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 14
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 15
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 16
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 17
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 18
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 19
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 20
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 21
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 22
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 23
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 24
Unit 2 Realities and Perceptions of CrimeQCF code M/503/3269
WJEC unit entry code 9612
Credit value 12
Guided learning hours 90
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 25
Learning outcomes Assessment criteria Content
The learner will: The learner can:
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 26
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 27
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 28
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 29
Learning Outcome Assessment criteriaPerformance bands
Pass Merit Distinction
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 30
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 31
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 32
Guidance for Delivery
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 this can be achieved:
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 33
Making contacts
Examples of organisations that may be approached to provide help include:
Local political representatives Local council representatives Women's groups and other advocacy groups Neighbourhood Watch Community Police Officers Local statisticians and planners
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 34
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
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
Team workers TW1, TW2, TW4, TW6
Self managers SM2, SM3,
Effective participators
WJEC Level 3 Qualifications in Criminology (QCF) Specification 35
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
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 36
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 37
Unit 3 Social Control: Policy and PracticeQCF code L/503/3280
WJEC unit entry code 9613
Credit value 12
Guided learning hours 90
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 38
Learning outcomes Assessment criteria Content
The learner will: The learner can:
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)
WJEC Level 3 Qualifications in Criminology (QCF) Specification 39
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 40
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)
WJEC Level 3 Qualifications in Criminology (QCF) Specification 41
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 42
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 43
Learning Outcome Assessment criteriaPerformance bands
Pass Merit Distinction
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 44
Learning Outcome Assessment criteriaPerformance bands
Pass Merit Distinction
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 45
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 46
Guidance for Delivery
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 this can be achieved:
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?
WJEC Level 3 Qualifications in Criminology (QCF) Specification 47
Making contacts
Examples of organisations that may be approached to provide help include:
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
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 48
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.
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 IE1, IE2, IE3, IE4, IE5, IE6
Creative thinkers CT1, CT2, CT3, CT4
Reflective learners RL2, RL3, RL4, RL5
Team workers TW1, TW2, TW4, TW6
Self managers SM2, SM3, SM7
Effective participators EP1
WJEC Level 3 Qualifications in Criminology (QCF) Specification 49
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
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
BA12 Address problems identified with community safety and inclusion
Intelligence Analysis Suite
CM2 Obtain and evaluate information for intelligence analysis
CM3 Apply analytical techniques to interpret information for intelligence analysis
WJEC Level 3 Qualifications in Criminology (QCF) Specification 50
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 51
Unit 4 Changing Awareness of Crime QCF code H/503/3284
WJEC unit entry code 9614
Credit value 12
Guided learning hours 90
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 52
Learning outcomes Assessment criteria Content
The learner will: The learner can:
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 53
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 54
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 55
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 56
Learning Outcome Assessment criteriaPerformance bands
Pass Merit Distinction
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 57
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 58
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 59
Guidance for Delivery
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 this can be achieved:
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
Examples of organisations that may be approached to provide help include:
Victim support NACRO Probation Services Commercial organisations Police Headquarters
WJEC Level 3 Qualifications in Criminology (QCF) Specification 60
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.
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 61
PLTS
This unit provides opportunities for learners to develop the following Personal, learning and thinking 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
Self managers SM2, SM3, SM7
Effective participators EP1, EP2, EP3, EP4, EP5, EP6
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
AB1 Communicate effectively with people
BA10 Develop policies to promote community justice and social inclusion in partnership with others
BA12 Address problems identified with community safety and inclusion
Intelligence Analysis Suite
CM2 Obtain and evaluate information for intelligence analysis
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 62
Unit 5 Crime Scene to CourtroomQCF code Y/503/3296
WJEC unit entry code 9615
Credit value 12
Guided learning hours 90
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 63
Learning outcomes Assessment criteria Content
The learner will: The learner can:
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 64
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 65
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 66
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 67
Learning Outcome Assessment criteriaPerformance bands
Pass Merit Distinction
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 68
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 69
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 70
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 71
Guidance for Delivery
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 72
Making Contacts
Examples of organisations that may be approached to provide help include:
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.
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 73
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 IE1, IE3, IE4, IE5, IE6
Creative thinkers CT2, CT3, CT4
Reflective learners RL1, RL2, RL3, RL4, RL5, RL6
Team workers TW1, TW2, TW4, TW6
Self managers SM2, SM3, SM7
Effective participators EP1, EP2, EP5
WJEC Level 3 Qualifications in Criminology (QCF) Specification 74
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
AB1 Communicate effectively with people
DA1 Provide and obtain information at courts and formal hearings
DA2 Exchange information and present at courts and formal hearings
Intelligence Analysis Suite
CM2 Obtain and evaluate information for intelligence analysis
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 75
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 76
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
Pass Merit Distinction
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 77
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 78
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 79
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 80
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 81
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 82
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 83
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 84
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 85
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 86
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 87
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 88
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
AB1 Communicate effectively with people
BA10 Develop policies to promote community justice and social inclusion in partnership with others
BA12 Address problems identified with community safety and inclusion
BA2 Determine the concerns and priorities of communities in relation to safety, inclusion and the prevention and reduction of crime and anti-social behaviour
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
CM2 Obtain and evaluate information for intelligence analysis
CM3 Apply analytical techniques to interpret information for intelligence analysis
WJEC Level 3 Qualifications in Criminology (QCF) Specification 89
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 90
Appendix C Essential Skills (Wales) Mapping
Improving own learning and performance
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
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
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
Explore a problem and identify 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
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
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
WJEC Level 3 Qualifications in Criminology (QCF) Specification 91
Appendix D Key Skills Mapping
Application of Number
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
Understand numerical data
Carry out calculations
Interpret results and present findings
Communication
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
Speaking and listening
Reading
Writing
ICT
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
Use ICT systems
Find, select and exchange information, using ICT
Develop and present information, using ICT
WJEC Level 3 Qualifications in Criminology (QCF) Specification 92
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
Units Credit Grade Grade Points Unit Points Overall grade
Unit 1 12 Merit 5 5 x 12 = 60
Unit 3 12 Merit 5 5 x 12 = 60
Total 120 Merit
Learner C
Units Credit Grade Grade Points Unit Points Overall grade
Unit 1 12 Merit 4 5 x 12 = 60
Unit 4 12 Distinction 5 6 x 12 = 72
Total 132 Merit
WJEC Level 3 Qualifications in Criminology (QCF) Specification 93
Example 3 Achievement of Grades for the WJEC Level 3 Diploma 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
Unit 3 12 Pass 4 4 x 12 = 48
Unit 5 12 Merit 5 5 x 12 = 60
Total 216 Pass
Learner B
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
Unit 4 12 Merit 5 5 x 12 = 60
Unit 5 12 Merit 5 5 x 12 = 60
Total 228 Merit
Learner C
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
Unit 3 12 Distinction 6 6 x 12 = 72
Unit 4 12 Merit 5 5 x 12 = 60
Total 240 Merit
WJEC Level 3 Qualifications in Criminology (QCF) Specification 94
Learner D
Units Credit Grade Grade Points Unit Points Overall grade
Unit 1 12 Merit 5 5 x 12 = 60
Unit 3 12 Merit 5 5 x 12 = 60
Unit 4 12 Distinction 6 6 x 12 = 72
Unit 5 12 Distinction 6 6 x 12 = 72
Total 264 Merit
Learner E
Units Credit Grade Grade Points Unit Points Overall grade
Unit 1 12 Distinction 6 6 x 12 = 72
Unit 2 12 Distinction 6 6 x 12 = 72
Unit 3 12 Distinction 6 6 x 12 = 72
Unit 5 12 Distinction 6 6 x 12 = 72
Total 288 Distinction*
WJEC Level 3 Qualifications in Criminology (QCF) Specification 95
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.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 96
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?
WJEC Level 3 Qualifications in Criminology (QCF) Specification 97
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