Unit 1

Students must examine the following areas:

• A range of different types of unreported crimes and reasons why these crimes may remain unreported
• The consequences of unreported crime on the individual and society
• How different forms of media are used to portray fictional and factual representations of crime
• How the media portrays criminality and the impact this has on society
• Strengths and limitations of Home Office Statistics and The Crime Survey for England and Wales as sources of information about crime
• A range of relevant campaigns for change, making comparisons between campaigns and linking explicitly to planned campaigns
• Types of media and specific materials used in campaigns. Students should also be able to evaluate their effectiveness in promoting a campaign for change

Students are expected to:

• Produce a detailed and comprehensive plan for a campaign, including clearly described actions in a relevant time sequence
• Design materials for use in campaigning for change which are appropriate for changing behaviour
• Give a clear, detailed and well-reasoned justification for a planned campaign for change

Unit 2

Students are expected to:

• Compare criminal behaviour and deviance
• Explain the social construction of criminality, how laws change between cultures and over time
• Describe biological, individualistic and sociological theories of criminality
• Analyse situations of criminality, linking to real-life cases
• Evaluate the effectiveness of individualistic, biological and sociological theories
• Assess the usefulness of criminological theories in informing policy development linking to both informal and formal policy making
• Explain how social changes affect policy development including; social values, norms and mores, demographic changes and cultural changes
• Discuss how campaigns affect policy making including; newspaper campaigns, individual campaigns and pressure group campaigns

Unit 3

Students are expected to:

• Give a detailed evaluation of the effectiveness of the roles of personnel involved in criminal investigations with reference to cost, expertise and availability
• Assess the usefulness of the following investigative techniques used in criminal investigations: Forensic techniques, surveillance techniques, profiling techniques, use of intelligence databases e.g. National DNA database, interviews
• Explain how evidence is processed in relation to collection, transfer, storage, analysis and the personnel involved. Students should also consider both physical and testimonial evidence.
• Examine the rights of suspects, victims and witnesses from investigation through to appeal
• Demonstrate a knowledge of each stage of the trial process including: pre-trial, plea bargaining, bail, courts and appeals. Students should also demonstrate an understanding of the roles of the personnel involved
• Demonstrate a detailed understanding of the following rules in relation to the use of evidence in criminal cases: relevance and admissibility, disclosure of evidence, hearsay rule and exceptions, legislation and case law. Students should also demonstrate an understanding of how evidence is used in court
• Assess the following key influences affecting the outcomes of criminal cases: evidence, witnesses, experts, barristers and legal teams, judiciary, politics and the media
• Discuss the strengths and limitations of juries and magistrates in criminal cases
• Examine the following information for validity: evidence, trial transcripts, media reports, judgements, law reports. Students should demonstrate the ability to review the information in terms of: bias, opinion, circumstances, currency and accuracy
• Draw objective conclusions from information on criminal cases in relation to: just verdicts, miscarriage, safe verdict and just sentencing

Unit 4

Students must examine the following areas:

• Processes for law making including parliamentary processes and judicial processes
• The organisation of the criminal justice system in England and Wales and the relationship between the justice agencies
• Models of criminal justice including the crime control model and the due process model
• Forms of social control including internal and external forms of social control
• The aims of punishment including: retribution, rehabilitation, deterrence, public protection and reparation
• How forms of punishment meet the aims of punishment including: imprisonment, community sentences, fines and discharges
• The role of agencies in social control including: the police, the Crown Prosecution Service, the judiciary, prisons, the national probation service, charities and pressure groups
• The contribution of agencies to achieving social control including: environmental design, behavioural tactics, institutional tactics and gaps in state provision
• The limitations of agencies in achieving social control including: repeat offending, civil liberties and legal barriers, access to resources and support, finance, local and national policies and crime committed by those with moral imperatives
• The effectiveness of agencies in achieving social control including: the police, the crown prosecution service, the judiciary, prisons, HM probation service and charities and pressure groups

Teaching and Learning Approaches

Explanations

High-quality explanations in criminology go beyond simply presenting theories; they incorporate subject-specific vocabulary, clear examples, and real-life applications that connect criminological concepts to students’ experiences and contemporary crime issues. Teachers break down complex theories into manageable steps and use a range of strategies to explain criminological concepts, including visual media, statistics, debates, and Q&A sessions with professionals such as crime scene investigators. Students also participate in hands-on, interactive learning, which enhances their understanding of criminal justice processes. Understanding is continuously checked through formative assessment methods, such as mini-quizzes and group discussions to ensure all students grasp the theories before applying them to new crime contexts or case studies.

Questioning

Effective questioning strategies are designed to engage all learners and develop higher-order thinking. Teachers use retrieval practice to reinforce prior learning and design questions using exam command words such as identify, describe, explain, analyse, and evaluate to promote depth of understanding and exam readiness. Techniques such as think–pair–share, cold-calling, and bouncing questions around the classroom encourage participation and peer learning. Questioning is differentiated to meet diverse learning needs, ensuring that students of varying abilities, including those with SEND, can respond, reflect, and succeed.

Modelling

Teachers model academic skills by breaking down assessment questions with students, helping them understand exactly what each question is asking. They demonstrate how to identify key command words, link questions to assessment criteria, and structure responses effectively. Key vocabulary for the lesson is visible for the duration of the lesson to refer back to and support students with their answers. Scaffolds such as sentence starters, writing frames and step-by-step guides, are used to support students in applying these strategies independently. This approach helps students build confidence, develop controlled assessment and examination technique, and gradually take ownership of producing high-quality, well-structured answers.

Challenge

All students are expected to meet the learning outcomes outlined in the scheme of learning, but tasks are adapted to ensure appropriate challenge for every learner. Pupils with SEND are supported through adaptations in line with their pupil passport, while the most able are extended with opportunities such as wider reading, critical discussions and targeted questioning.

Marking and Feedback

Marking and feedback are structured to support continuous improvements. Students complete two summative assessments per half term, which are carefully marked with detailed, constructive feedback, highlighting strengths, areas for development, and clear next steps, using the whole school marking framework. Therapy work is given to provide an opportunity for students to be reflective learners, consolidate learning and address any gaps in their knowledge. Additionally, pre-public examinations in Year 12 and 13 mimic real examination conditions, preparing students for their external formal assessment. Homework is routinely set, checked and two pieces per half term formally marked and recorded.

Teaching for Long-Term Memory

Teaching for long-term memory involves logically sequencing topics so that students build knowledge progressively and see connections across the course. Core criminological theories and key terminology are integrated across all units, giving students continuous opportunities to apply concepts and terminology in different areas of the curriculum. Students also take part in real-life experiences to deepen their knowledge, such as visiting mock crime scenes to develop investigative techniques and attending guest lectures from crime scene investigators. These hands-on experiences help consolidate theoretical knowledge by linking abstract concepts to practical application, enhancing students’ ability to recall information and apply it effectively in both assessments and real-world criminological contexts.

Homework

Homework is purposeful, substantial, and designed to support both learning and assessment readiness. Research tasks, focused on Units 1 and 3, often involve real-life case studies, analysis of crime statistics, and reading articles on current crime issues, accompanied by questions that encourage critical thinking and application of criminological theories and key terminology. Exam-style questions, linked to Units 2 and 4, give students opportunities to practice command words and develop skills for assessment under timed conditions. Homework promotes independent practice, strengthens time-management skills, and helps students apply theory to real-world examples, reinforcing their ability to recall and use knowledge effectively in both the internal and external assessments.

Assessment

Every three weeks, students’ complete assessments which are conducted in conditions that replicate their internal and external exams, applicable only for Units 2 and 4. These assessments consist of exam-style questions designed to test knowledge, application, and evaluation, ensuring students are well-prepared for formal examinations. Personalised feedback and targeted therapy sessions are provided to address misconceptions and enhance performance. For Units 1 and 3, students’ complete practice mock brief applications that mirror the structure and expectations of the official coursework, enabling teachers to identify areas for improvement and provide timely intervention.

Reading and Literacy

Reading and literacy are embedded across the curriculum to develop critical thinking, oracy, and subject specific understanding. Students are encouraged to read a variety of texts, including recommended books, newspapers, journals and on-line articles, to stay informed about current social and crime issues. Oracy is promoted through student-led presentations and class discussions. Literacy development includes effectively using subject specific vocabulary in both spoken and written work, ensuring students can communicate criminological ideas clearly and confidently.

KS5 Overview

Year 12

Unit 1: Changing awareness of crime, controlled assessment (25%)

AC1.1 Analyse different types of crime  AC1.2 Explain the reasons that certain crimes are unreported AC1.3 Explain the consequences of unreported crime AC1.4 Describe media representation of crime AC1.5 Explain the impact of media representations on the public perception of crime AC1.6 Evaluate methods of collecting statistics about crime AC2.1 Compare campaigns for change AC2.2 Evaluate the effectiveness of media used in campaigns for change AC3.1 Plan a campaign for change relating to crime AC3.2 Design materials for use in campaigning for change AC3.3 Justify a campaign for change

Unit 2: Criminological theories, external exam (25%)

AC1.1 Compare criminal behaviour and deviance AC1.2 Explain the social construction of criminality AC2.1 Describe biological theories of criminality AC2.2 Describe individualistic theories of criminality AC2.3 Describe sociological theories of criminality AC3.1 Analyse situations of criminality AC 3.2 Evaluate the effectiveness of criminological theories to explain causes of criminality AC4.1 Assess the use of criminological theories in informing policy development AC4.2 Explain how social changes affect policy development AC4.3 Discuss how campaigns affect policy making

Year 13

Unit 3: Crime scene to courtroom, controlled assessment (25%)

AC1.1 Evaluate the effectiveness of the roles of personnel involved in criminal investigations AC1.2 Assess the usefulness of investigative techniques in criminal investigations AC1.3 Explain how evidence is processed AC1.4 Examine the rights of individuals in criminal investigations AC2.1 Explain the requirements of the crown prosecution service (CPS) for prosecuting suspects AC2.2 Describe trial processes AC2.3 Understand rules in relation to the use of evidence in criminal cases AC2.4 Assess key influences affecting the outcomes of criminal cases AC2.5 Discuss the use of lay people in criminal cases AC3.1 Examine information for validity AC3.2 Draw conclusions from information

Unit 4: Crime and Punishment, external exam (25%)

AC1.1 Describe the processes used for law making AC1.2 Describe the organisation of the criminal justice system in England and Wales AC1.3 Describe models of criminal justice AC2.1 Explains forms of social control AC2.2 Discuss the aims of punishment AC2.3 Assess how forms of punishment meet the aims of punishment AC3.1 Explain the role of agencies in social control AC3.2 Describe the contribution of agencies to achieving social control AC3.3 Examine the limitations of agencies in achieving social control AC3.4 Evaluate the effectiveness of agencies in achieving social control