The document discusses various scenarios involving youth offenders ("D") of different ages committing different crimes from accidental killings to assault and murder. It raises questions about at what age a child should be held criminally liable for their crimes and asks the reader to consider which scenarios they think should result in criminal liability and why. Reasons such as the intent, circumstances and seriousness of the offense as well as the age and development of the offender are factors that would be considered.
This document provides information about sentencing youth offenders in England. It discusses pre-court responses, first tier sentences, custodial sentences for youths, and community orders. It notes that custodial sentences should only be used if other sentences are inappropriate. Examples of custodial sentences include detention and training orders, section 90/91 orders, and suspended sentences. Community orders can include youth rehabilitation orders with various requirements like supervision, curfews, and education. The document also discusses intensive supervision and surveillance orders and the aims of youth sentencing like preventing future crime.
Here is a suggested response:
This response shows some understanding of relevant factors that would be considered in sentencing, such as previous convictions and the seriousness of the offence.
However, there is more development needed to fully address the question. Points could be strengthened by linking factors directly to potential sentences, for example explaining that Stacey's previous convictions indicate she presents a risk of reoffending so a custodial sentence may be appropriate in her case.
Similarly for Joe, it doesn't fully explain how the amount stolen may impact the sentence - a small amount could mean a less serious sentence is given.
The response would also benefit from considering mitigating and aggravating factors together for each case to compare them more directly.
Here are the key things I've learned from our lesson:
- There are multiple aims that courts consider when sentencing offenders, including punishment, rehabilitation, deterrence, and compensation.
- Mitigating and aggravating factors can increase or decrease a sentence depending on the specific circumstances of the offense and offender.
- Being able to apply sentencing principles to hypothetical scenarios and reach a reasoned conclusion demonstrates understanding.
- With practice applying the law, providing details and examples to support points, and considering different factors that may contradict, writing ability can improve over time.
The most important things are to keep practicing, learn from feedback, and focus on continual growth rather than comparisons to others. You seem engaged and willing to learn - with
1. Explain the main statutory aims of sentencing contained in s.153 Criminal Justice Act 2003 - retribution, deterrence, rehabilitation, protection of the public, denunciation.
2. Discuss some non-statutory aims like reparation.
3. Explain the difference between aggravating and mitigating factors and provide examples of each. Aggravating factors make the crime seem worse while mitigating factors make it seem less bad.
4. Discuss how judges must balance all the different aims and factors to determine the appropriate sentence depending on the
I would sentence both boys to detention and training orders of 5 years, with an extended license period of 5 additional years. Given the extreme sadism and violence displayed against helpless victims, a lengthy custodial sentence is warranted to protect the public and rehabilitate the offenders. Additionally, an extended supervision period is necessary upon release due to the high risk of harm they present. The main aims in sentencing are public protection, punishment for such severe crimes, and rehabilitation of the youth offenders, given their young age.
Here are the answers:
True - The government did propose a bill to reform non-fatal offences.
False - Serious was defined in the bill as "more than merely transient or trifling".
True - The maximum sentence for reckless serious injury would be 5 years.
False - Assault was redefined in the bill.
True - The mens rea for clauses 2 and 3 would stay the same as for the current offences (s.20 and s.47).
False - The bill did not address transmission of diseases.
The document discusses the different aims of sentencing contained in the Criminal Justice Act 2003 and additional factors courts must consider when determining a sentence. It provides examples of different types of sentences that could achieve each aim and has students evaluate the effectiveness of each sentencing aim through group activities and case studies. The document is intended to educate students on the complexities of sentencing and how courts determine an appropriate punishment.
Tim has been charged with criminal damage, a triable either way offense. At the plea and directions hearing, Tim must decide whether to plead guilty or not guilty. If guilty, the magistrates court would determine if it has sufficient sentencing powers. If not guilty, a mode of trial hearing would be held to determine whether the case is heard in magistrates or crown court based on factors like representations, case complexity, and Tim's criminal history. The crown court has more severe sentencing powers but a trial may take longer, while the magistrates court has a quicker process but less sentencing power for higher value damage.
This document provides information about sentencing youth offenders in England. It discusses pre-court responses, first tier sentences, custodial sentences for youths, and community orders. It notes that custodial sentences should only be used if other sentences are inappropriate. Examples of custodial sentences include detention and training orders, section 90/91 orders, and suspended sentences. Community orders can include youth rehabilitation orders with various requirements like supervision, curfews, and education. The document also discusses intensive supervision and surveillance orders and the aims of youth sentencing like preventing future crime.
Here is a suggested response:
This response shows some understanding of relevant factors that would be considered in sentencing, such as previous convictions and the seriousness of the offence.
However, there is more development needed to fully address the question. Points could be strengthened by linking factors directly to potential sentences, for example explaining that Stacey's previous convictions indicate she presents a risk of reoffending so a custodial sentence may be appropriate in her case.
Similarly for Joe, it doesn't fully explain how the amount stolen may impact the sentence - a small amount could mean a less serious sentence is given.
The response would also benefit from considering mitigating and aggravating factors together for each case to compare them more directly.
Here are the key things I've learned from our lesson:
- There are multiple aims that courts consider when sentencing offenders, including punishment, rehabilitation, deterrence, and compensation.
- Mitigating and aggravating factors can increase or decrease a sentence depending on the specific circumstances of the offense and offender.
- Being able to apply sentencing principles to hypothetical scenarios and reach a reasoned conclusion demonstrates understanding.
- With practice applying the law, providing details and examples to support points, and considering different factors that may contradict, writing ability can improve over time.
The most important things are to keep practicing, learn from feedback, and focus on continual growth rather than comparisons to others. You seem engaged and willing to learn - with
1. Explain the main statutory aims of sentencing contained in s.153 Criminal Justice Act 2003 - retribution, deterrence, rehabilitation, protection of the public, denunciation.
2. Discuss some non-statutory aims like reparation.
3. Explain the difference between aggravating and mitigating factors and provide examples of each. Aggravating factors make the crime seem worse while mitigating factors make it seem less bad.
4. Discuss how judges must balance all the different aims and factors to determine the appropriate sentence depending on the
I would sentence both boys to detention and training orders of 5 years, with an extended license period of 5 additional years. Given the extreme sadism and violence displayed against helpless victims, a lengthy custodial sentence is warranted to protect the public and rehabilitate the offenders. Additionally, an extended supervision period is necessary upon release due to the high risk of harm they present. The main aims in sentencing are public protection, punishment for such severe crimes, and rehabilitation of the youth offenders, given their young age.
Here are the answers:
True - The government did propose a bill to reform non-fatal offences.
False - Serious was defined in the bill as "more than merely transient or trifling".
True - The maximum sentence for reckless serious injury would be 5 years.
False - Assault was redefined in the bill.
True - The mens rea for clauses 2 and 3 would stay the same as for the current offences (s.20 and s.47).
False - The bill did not address transmission of diseases.
The document discusses the different aims of sentencing contained in the Criminal Justice Act 2003 and additional factors courts must consider when determining a sentence. It provides examples of different types of sentences that could achieve each aim and has students evaluate the effectiveness of each sentencing aim through group activities and case studies. The document is intended to educate students on the complexities of sentencing and how courts determine an appropriate punishment.
Tim has been charged with criminal damage, a triable either way offense. At the plea and directions hearing, Tim must decide whether to plead guilty or not guilty. If guilty, the magistrates court would determine if it has sufficient sentencing powers. If not guilty, a mode of trial hearing would be held to determine whether the case is heard in magistrates or crown court based on factors like representations, case complexity, and Tim's criminal history. The crown court has more severe sentencing powers but a trial may take longer, while the magistrates court has a quicker process but less sentencing power for higher value damage.
The document discusses the legal process that occurs after a person has been arrested and charged with a crime, including what happens at bail hearings, potential outcomes of being released on bail or held in pre-trial detention, and the next steps in the criminal justice process. Key aspects covered include who can grant bail, the potential conditions of bail, and what happens if bail is refused or not complied with.
The document provides information about police stop and search powers in the UK. It discusses the main statute that allows police to stop and search individuals, the Police and Criminal Evidence Act 1984. It outlines some of the key safeguards in place, such as requiring "reasonable suspicion" and limiting the degree of force police can use. It also discusses additional statutes that grant police expanded stop and search powers in certain contexts like anticipating violence or terrorism. The document appears to be teaching materials on stop and search law for students, as it provides case examples, self-study questions, and guidance for applying the legal standards to hypothetical scenarios.
Police have the power to arrest without a warrant if they have reasonable grounds to believe a person has committed, is committing, or will commit an offense. An arrest must also be necessary, with the necessity condition introduced to limit the broadened powers of arrest. When making an arrest, police must follow safeguards around use of force, informing suspects of their rights, and taking them to a police station.
This document provides information about strict liability crimes from a law class. It discusses key concepts like mens rea and actus reus. It analyzes cases related to strict liability for various offenses like traffic violations, food safety laws, and environmental regulations. The document examines how courts determine if a statute establishes strict liability or requires mens rea. It also explores issues around age and sex offenses, and whether a reasonable belief in consent can be a defense.
The document discusses factors considered when sentencing offenders. It describes four levels of understanding from limited to well-developed knowledge. The higher levels expect candidates to cite relevant statutes and case law. Candidates are asked to discuss which sentences are most appropriate for deterring offending where deterrence is the aim of sentencing. Victim impact meetings are suggested to deter future harm, but may not work if the offender does not want change.
This document provides instructions for students to complete an assignment on the law of causation in tort law. It begins by asking students to plan their response to the question "The approach of the courts to the issues of causation is unfair to the defendant" and whether this is a correct statement of the law. Students are given two hours the following day to complete a 50-mark essay responding to this question. They are instructed to use case examples and details from their notes and planning sheet to support their answer. Feedback is also provided on previous student responses, highlighting areas of strong performance and areas for improvement in demonstrating knowledge of cases, identifying issues, and critically discussing the case law. Students are asked to identify a target for improvement in their
The document provides information about the AS Law course at Queensbury Academy. It will cover the English legal system, sources of law, and topics like criminal liability. Students will need skills like essay writing, attention to detail, meeting deadlines, and working independently. They will have two exams that are each worth 50% of the final A Level grade. The document also provides sample law cases and discusses the concept of precedent in English law.
This document provides information about police powers regarding detention, interviews, searches, and samples in the UK. It discusses the rights of detained individuals and limitations on police powers. Key points covered include:
- The legal grounds and time limits for police detention of suspects
- The role and responsibilities of the custody officer
- Rights of detained persons, such as access to legal advice, which can be delayed under certain conditions
- Rules around conducting interviews, including use of cautions and right to silence
- Types of searches police can perform on suspects and applicable safeguards
- Samples police can take from suspects, including requirements for consent or force depending on sample type
The document aims to explain the balance between police powers and
The document discusses the key elements of involuntary manslaughter, including gross negligence and constructive act manslaughter. It provides examples of cases and asks questions to test the reader's understanding of distinguishing between constructive acts, gross negligence, duties of care, breaches that cause death, and what constitutes grossly negligent actions. It aims to consolidate knowledge of this area of criminal law.
The document provides an overview of the law on loss of control as a partial defence to murder. It discusses the issues with the old law on provocation and how the Coroners and Justice Act 2009 aimed to address these. It examines the elements of the new defence, including the requirement for a loss of self-control, and the two qualifying triggers of fear of serious violence or circumstances of an extremely grave character that caused a justifiable sense of being seriously wronged. The document applies these legal principles through examples and evaluates whether the new law has adequately reformed the issues with the previous defence of provocation.
The document discusses various non-fatal offences under criminal law, including common assault, battery, ABH, GBH, and malicious wounding. It presents scenarios for students to determine which offences are present and explores key cases that have shaped the legal definitions and thresholds for these offenses. The document also assigns group work for students to research and present on specific non-fatal offenses.
Precedent (Court of Appeal & Supreme Court)Miss Hart
The document contains a series of short, ambiguous phrases that could have multiple meanings taken out of context. It touches on topics like marriage, violence, gangs, and killing while using wordplay and unconventional phrasing that makes the intent and context behind each statement unclear without more information. Overall, the document presents a confusing set of statements that require additional context to understand fully.
The document discusses involuntary manslaughter and potential reforms to the law. It summarizes the current law on involuntary manslaughter and identifies issues and criticisms. It then outlines proposals from the Law Commission and UK Government to reform the law by replacing involuntary manslaughter with new offenses of "reckless killing" and "killing by gross carelessness." The Law Commission proposed detailed definitions for these new offenses and maximum sentences. The Government agreed with the proposals but suggested a third offense for deaths resulting from illegal violence. A later Law Commission report recommended further revisions, including including reckless within gross negligence manslaughter.
Duress can be a defense to most crimes, but not murder or attempted murder. There are three tests for duress: 1) D reasonably feared death or serious injury from a threat; 2) A sober, reasonable person would have acted the same way; 3) The threat was imminent. The threat must be against D or someone they are responsible for, like family. Self-induced duress is not a defense if D knew they could be threatened. Duress of circumstances also considers if D had no reasonable choice due to external factors beyond their control.
The document provides guidance and feedback on student evaluations. It discusses looking at comments on essays to see what students have done well and could improve. Students must pick one thing to improve for their next essay. If they receive a P grade on an essay or test, they will have to rewrite it. Their progress relates to their ALPS score, which can be green (above), amber (on target), or red (below). The document directs students to complete certain sections and ask questions if unsure.
The document discusses key legal concepts related to precedent, including overruling, reversing, distinguishing, and persuasive precedent.
It provides examples of cases that overrule or reverse previous decisions from higher courts. It also gives examples of how courts can distinguish between cases based on their material facts. Additionally, the document explains that while courts are generally bound by precedents set by higher courts, they can consider persuasive precedent from other jurisdictions. However, it notes there are constraints on a court's ability to avoid following binding precedent.
The document aims to consolidate understanding of precedent through discussion of key terms, examples of relevant cases, and application questions to test comprehension of when and how precedent can be established, overruled, or distinguished in
The document discusses the legal concept of mens rea, or guilty mind, which is required for criminal liability. It covers several key aspects of mens rea, including:
- Intention, which can be direct (foreseeing and intending the consequences) or oblique (intending one consequence but foreseeing and being liable for another).
- The development of the test for determining oblique intent and liability for unintended consequences over several cases, culminating in the "virtual certainty" test in R v Woollin.
- Types of mens rea like intention and how scenarios can illustrate direct versus oblique intent.
This document provides an overview of the legislative process in the UK. It begins with some introductory information on key legal theories like separation of powers and parliamentary sovereignty. It then discusses the pre-legislative stages of creating laws, including consultation processes like green papers and white papers. Various terms related to legislation are also defined. The document goes on to explain the different types of bills and provides a word search puzzle to identify some key terms. Finally, it discusses the process by which a bill becomes an act, outlining the different stages it must pass through the House of Commons and House of Lords.
This document appears to be notes from a law lecture or class discussing the offense of involuntary manslaughter under English law. It covers the key elements and cases related to constructive manslaughter, unlawful and dangerous acts, the requirement of an act that could cause harm, issues around psychological harm vs physical harm, cases related to drug use and supplying drugs, and the requirement of mens rea. The notes provide an overview of the topic and discuss open questions and problems within the case law.
This document provides a summary of UK criminal law relating to non-fatal offences against the person, including definitions and key cases. It discusses the offences of assault, battery, assault occasioning actual bodily harm, malicious wounding or inflicting grievous bodily harm, and wounding or causing grievous bodily harm with intent. For each offence it highlights elements of the legal definition, important cases that have helped develop the law, and debates around interpreting certain terms like "grievous bodily harm" and "inflict." It also notes developments in recognizing psychiatric injury and transmission of diseases like HIV as falling under these offence definitions.
While incarceration may be necessary as a deterrent in some cases, reoffending rates suggest more needs to be done to rehabilitate young offenders. Finland has found success with low incarceration and crime rates by dealing with offenders aged under 15 through child welfare and focusing on rehabilitation for older offenders. In contrast, Texas takes a harsher approach through lengthy sentences and the potential use of the death penalty for under 18s, but there is little evidence this is effective with high youth incarceration rates and criticism it disproportionately targets some groups. Overall, incarceration can succeed if combined with rehabilitation efforts to help offenders change, as seen in Finland, rather than solely punishing or demonizing them.
The document discusses the legal process that occurs after a person has been arrested and charged with a crime, including what happens at bail hearings, potential outcomes of being released on bail or held in pre-trial detention, and the next steps in the criminal justice process. Key aspects covered include who can grant bail, the potential conditions of bail, and what happens if bail is refused or not complied with.
The document provides information about police stop and search powers in the UK. It discusses the main statute that allows police to stop and search individuals, the Police and Criminal Evidence Act 1984. It outlines some of the key safeguards in place, such as requiring "reasonable suspicion" and limiting the degree of force police can use. It also discusses additional statutes that grant police expanded stop and search powers in certain contexts like anticipating violence or terrorism. The document appears to be teaching materials on stop and search law for students, as it provides case examples, self-study questions, and guidance for applying the legal standards to hypothetical scenarios.
Police have the power to arrest without a warrant if they have reasonable grounds to believe a person has committed, is committing, or will commit an offense. An arrest must also be necessary, with the necessity condition introduced to limit the broadened powers of arrest. When making an arrest, police must follow safeguards around use of force, informing suspects of their rights, and taking them to a police station.
This document provides information about strict liability crimes from a law class. It discusses key concepts like mens rea and actus reus. It analyzes cases related to strict liability for various offenses like traffic violations, food safety laws, and environmental regulations. The document examines how courts determine if a statute establishes strict liability or requires mens rea. It also explores issues around age and sex offenses, and whether a reasonable belief in consent can be a defense.
The document discusses factors considered when sentencing offenders. It describes four levels of understanding from limited to well-developed knowledge. The higher levels expect candidates to cite relevant statutes and case law. Candidates are asked to discuss which sentences are most appropriate for deterring offending where deterrence is the aim of sentencing. Victim impact meetings are suggested to deter future harm, but may not work if the offender does not want change.
This document provides instructions for students to complete an assignment on the law of causation in tort law. It begins by asking students to plan their response to the question "The approach of the courts to the issues of causation is unfair to the defendant" and whether this is a correct statement of the law. Students are given two hours the following day to complete a 50-mark essay responding to this question. They are instructed to use case examples and details from their notes and planning sheet to support their answer. Feedback is also provided on previous student responses, highlighting areas of strong performance and areas for improvement in demonstrating knowledge of cases, identifying issues, and critically discussing the case law. Students are asked to identify a target for improvement in their
The document provides information about the AS Law course at Queensbury Academy. It will cover the English legal system, sources of law, and topics like criminal liability. Students will need skills like essay writing, attention to detail, meeting deadlines, and working independently. They will have two exams that are each worth 50% of the final A Level grade. The document also provides sample law cases and discusses the concept of precedent in English law.
This document provides information about police powers regarding detention, interviews, searches, and samples in the UK. It discusses the rights of detained individuals and limitations on police powers. Key points covered include:
- The legal grounds and time limits for police detention of suspects
- The role and responsibilities of the custody officer
- Rights of detained persons, such as access to legal advice, which can be delayed under certain conditions
- Rules around conducting interviews, including use of cautions and right to silence
- Types of searches police can perform on suspects and applicable safeguards
- Samples police can take from suspects, including requirements for consent or force depending on sample type
The document aims to explain the balance between police powers and
The document discusses the key elements of involuntary manslaughter, including gross negligence and constructive act manslaughter. It provides examples of cases and asks questions to test the reader's understanding of distinguishing between constructive acts, gross negligence, duties of care, breaches that cause death, and what constitutes grossly negligent actions. It aims to consolidate knowledge of this area of criminal law.
The document provides an overview of the law on loss of control as a partial defence to murder. It discusses the issues with the old law on provocation and how the Coroners and Justice Act 2009 aimed to address these. It examines the elements of the new defence, including the requirement for a loss of self-control, and the two qualifying triggers of fear of serious violence or circumstances of an extremely grave character that caused a justifiable sense of being seriously wronged. The document applies these legal principles through examples and evaluates whether the new law has adequately reformed the issues with the previous defence of provocation.
The document discusses various non-fatal offences under criminal law, including common assault, battery, ABH, GBH, and malicious wounding. It presents scenarios for students to determine which offences are present and explores key cases that have shaped the legal definitions and thresholds for these offenses. The document also assigns group work for students to research and present on specific non-fatal offenses.
Precedent (Court of Appeal & Supreme Court)Miss Hart
The document contains a series of short, ambiguous phrases that could have multiple meanings taken out of context. It touches on topics like marriage, violence, gangs, and killing while using wordplay and unconventional phrasing that makes the intent and context behind each statement unclear without more information. Overall, the document presents a confusing set of statements that require additional context to understand fully.
The document discusses involuntary manslaughter and potential reforms to the law. It summarizes the current law on involuntary manslaughter and identifies issues and criticisms. It then outlines proposals from the Law Commission and UK Government to reform the law by replacing involuntary manslaughter with new offenses of "reckless killing" and "killing by gross carelessness." The Law Commission proposed detailed definitions for these new offenses and maximum sentences. The Government agreed with the proposals but suggested a third offense for deaths resulting from illegal violence. A later Law Commission report recommended further revisions, including including reckless within gross negligence manslaughter.
Duress can be a defense to most crimes, but not murder or attempted murder. There are three tests for duress: 1) D reasonably feared death or serious injury from a threat; 2) A sober, reasonable person would have acted the same way; 3) The threat was imminent. The threat must be against D or someone they are responsible for, like family. Self-induced duress is not a defense if D knew they could be threatened. Duress of circumstances also considers if D had no reasonable choice due to external factors beyond their control.
The document provides guidance and feedback on student evaluations. It discusses looking at comments on essays to see what students have done well and could improve. Students must pick one thing to improve for their next essay. If they receive a P grade on an essay or test, they will have to rewrite it. Their progress relates to their ALPS score, which can be green (above), amber (on target), or red (below). The document directs students to complete certain sections and ask questions if unsure.
The document discusses key legal concepts related to precedent, including overruling, reversing, distinguishing, and persuasive precedent.
It provides examples of cases that overrule or reverse previous decisions from higher courts. It also gives examples of how courts can distinguish between cases based on their material facts. Additionally, the document explains that while courts are generally bound by precedents set by higher courts, they can consider persuasive precedent from other jurisdictions. However, it notes there are constraints on a court's ability to avoid following binding precedent.
The document aims to consolidate understanding of precedent through discussion of key terms, examples of relevant cases, and application questions to test comprehension of when and how precedent can be established, overruled, or distinguished in
The document discusses the legal concept of mens rea, or guilty mind, which is required for criminal liability. It covers several key aspects of mens rea, including:
- Intention, which can be direct (foreseeing and intending the consequences) or oblique (intending one consequence but foreseeing and being liable for another).
- The development of the test for determining oblique intent and liability for unintended consequences over several cases, culminating in the "virtual certainty" test in R v Woollin.
- Types of mens rea like intention and how scenarios can illustrate direct versus oblique intent.
This document provides an overview of the legislative process in the UK. It begins with some introductory information on key legal theories like separation of powers and parliamentary sovereignty. It then discusses the pre-legislative stages of creating laws, including consultation processes like green papers and white papers. Various terms related to legislation are also defined. The document goes on to explain the different types of bills and provides a word search puzzle to identify some key terms. Finally, it discusses the process by which a bill becomes an act, outlining the different stages it must pass through the House of Commons and House of Lords.
This document appears to be notes from a law lecture or class discussing the offense of involuntary manslaughter under English law. It covers the key elements and cases related to constructive manslaughter, unlawful and dangerous acts, the requirement of an act that could cause harm, issues around psychological harm vs physical harm, cases related to drug use and supplying drugs, and the requirement of mens rea. The notes provide an overview of the topic and discuss open questions and problems within the case law.
This document provides a summary of UK criminal law relating to non-fatal offences against the person, including definitions and key cases. It discusses the offences of assault, battery, assault occasioning actual bodily harm, malicious wounding or inflicting grievous bodily harm, and wounding or causing grievous bodily harm with intent. For each offence it highlights elements of the legal definition, important cases that have helped develop the law, and debates around interpreting certain terms like "grievous bodily harm" and "inflict." It also notes developments in recognizing psychiatric injury and transmission of diseases like HIV as falling under these offence definitions.
While incarceration may be necessary as a deterrent in some cases, reoffending rates suggest more needs to be done to rehabilitate young offenders. Finland has found success with low incarceration and crime rates by dealing with offenders aged under 15 through child welfare and focusing on rehabilitation for older offenders. In contrast, Texas takes a harsher approach through lengthy sentences and the potential use of the death penalty for under 18s, but there is little evidence this is effective with high youth incarceration rates and criticism it disproportionately targets some groups. Overall, incarceration can succeed if combined with rehabilitation efforts to help offenders change, as seen in Finland, rather than solely punishing or demonizing them.
Young people between ages 14-25 have the most opportunities for criminal behavior due to spending time in urban areas with more potential targets like shops, cars, and houses. Working class youth also have fewer opportunities and responsibilities that could prevent crime. As people get older, they take on roles like careers and families that reduce opportunities and increase motivation to avoid criminal behavior and jail time that could harm those responsibilities. The lifestyles and activities of young people like time in public places also expose them to more situations where crime could occur.
In this lesson students will learn how to write numbers in English and the importance of them in the real life by means of some exercise which are very common for us in everyday activities such as buying things, counting things, and asking about quantities.
This document lists the numbers 1 through 30 in words for spelling practice. It was created by Arunakshi Datta to help students learn how to spell out numbers.
The document discusses various youth-related crimes occurring in society such as graffiti, robbery, violence, and drug dealing. It notes that these crimes are often a result of peer pressure, parental influence, and stress. It suggests that if these crimes continue to increase without intervention, the future of education will be negatively impacted.
This document lists the numbers from 0 to 20 in English for beginning English language learners. It spells out each number individually from zero to ten and then uses the standard terms eleven through twenty. The list of numbers is intended to help very basic ESL students learn to recognize and say the numbers in English.
This document provides an outline for a course on computational thinking. It introduces computational thinking and its importance. The course aims to prepare students as problem solvers for real-world issues using computational thinking methods such as abstraction and algorithms. Topics covered include computational thinking techniques, problem formalization, Python programming, and using Raspberry Pi for IoT projects. Assessment is based on participation, homework, mid-term exam, and a final report or program.
The document lists the numbers one through ten, with each number on its own line. It concludes by stating that the reader now knows how to count and suggests singing a song together.
El documento explica cómo se forman los números en inglés de 1 a 99. Los números del 1 al 12 simplemente se dicen con sus nombres, mientras que los números del 13 al 19 terminan en "teen". Los números del 20 al 90 se forman añadiendo "ty" en lugar de "teen", y los números compuestos como el 22 se dicen como "twenty-two", uniendo el número con el número base. El documento enfatiza la importancia de memorizar estos números y patrones para formar números en inglés.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
This document appears to be a list of numbers from 1 to 50. There is no other context provided, but it seems to be a simple numerical listing from 1 to 50 without any other distinguishing characteristics.
A court will consider whether a young offender is prolific or has a history of recidivism when determining whether to issue a detention order of 10-16 weeks or attempt to divert the young person through referral to community programs to help prevent future offending. For offenders between the ages of 10 and 18, the court has several options for custodial or community sentences available depending on the severity of the offense and the offender's individual circumstances and needs.
This document discusses sentencing options for youth offenders in England. It explains that pre-court responses like warnings and reprimands are often used for first-time offenders. Community orders include referral orders and youth rehabilitation orders. Custodial sentences include secure training centers, secure children's homes, and young offender institutes. The document provides details on types of custodial sentences like detention and training orders and section 90/91 orders. It also mentions other punishments like fines and discharges. The goals of youth sentencing include preventing future offending through rehabilitation rather than pure punishment.
The document discusses key aspects of the juvenile justice system including definitions of who is considered a juvenile, the basic steps in the juvenile court process from arrest through aftercare, examples of juvenile court placements, and terms used in juvenile court. It also provides statistics on outcomes of the juvenile justice process indicating it has been largely successful with high rates of restitution paid, community service completed, low recidivism, and youth engaged in education or vocational programs.
This document provides an overview of youth crime and the youth justice system. It discusses key concepts like the age of criminal responsibility, the welfare vs. justice models, and landmark moments that have shaped youth justice policy. It also examines how youth crime has been portrayed in media from romanticization to moral panics. The youth justice process is outlined from community resolutions to court orders and potential custody for serious or repeat offenses.
The police have several powers to arrest individuals with or without a warrant. Under section 24 of PACE 1984, as amended by SOCPA 2005, the police can arrest anyone they have reasonable grounds to believe has committed, is committing, or will commit a crime. The arrest must also be necessary. Breach of the peace is also a common law power allowing arrest to prevent threats or harm. Safeguards like informing individuals of their rights and making a record of the arrest aim to protect rights.
This document presents information on a final project for a corporate law class. It includes topics discussed by three students: Rabia Kanwal discusses child responsibility for violating the law from an Islamic and conventional perspective; Faryal Laiquat presents three case studies related to law violations; and Naila Iftikhar covers the process of taking a child to a police station. The document provides details on each topic, including Islamic criminal jurisprudence, juvenile court procedures, children's rights when arrested, and alternatives to court sentencing for children.
"Real-Life Rules to Surviving a Pandemic, Underage Drinking, Illegal Drugs, Talking Your Way Out of a Ticket, Painless Police Stops, Sexting, and Social Media."
Even good people make mistakes—they’re in the wrong place at the wrong time, or have a negative interaction with the police, or are caught in a compromising position on social media. Today, one thoughtless blunder can get you fired or killed, or derail or destroy your life’s goals or aspirations. The stakes are higher than ever, and the risks are higher too.
Teenagers and 20-year-olds (i.e. young adults under the legal drinking age of 21) occasionally make bad decisions and may be taking a drink or drug—or are at a party where other people are—when the police show up. Or perhaps their car gets
pulled over by the police and a simple traffic stop goes devastatingly wrong. Or they’re suddenly splashed across Instagram or the national news doing something irresponsible or illegal, with life-shattering consequences.
This little book provides practical, detailed ideas regarding how to stay safe and avoid or minimize any potential damage to your long- term academic, career, or life goals.
The following information blends the real voices of teenagers and young adults along with the experienced perspectives of parents, tough criminal lawyers, and a Captain of the Chicago Police Department.
IMPORTANT LEGAL DISCLAIMER:
This book offers helpful suggestions, but it is NOT LEGAL OR MEDICAL ADVICE—you should discuss with your family the rules and behaviors that fit within your personal values and local laws. If you have any questions, consult a lawyer or doctor who is licensed in your state.
The document discusses the main aims and theories of sentencing in criminal law. It outlines five main purposes of sentencing according to statute: punishment, crime reduction through deterrence, reform and rehabilitation of offenders, protection of the public, and reparation. It then examines six main sentencing philosophies in more depth: retribution, deterrence, reform/rehabilitation, protection of the public, reparation, and denunciation. Specific examples are provided for each philosophy.
The document discusses the main aims and theories of sentencing in criminal law. It outlines five main purposes of sentencing according to statute: punishment, crime reduction through deterrence, reform and rehabilitation of offenders, protection of the public, and reparation. It then examines six main sentencing philosophies in more depth: retribution, deterrence, reform/rehabilitation, protection of the public, reparation, and denunciation. Specific examples are provided for each.
Holden expresses disdain for Ossenburger, the man his dorm wing is named after. Ossenburger made money in the undertaking business by starting cheap funeral parlors. Holden implies Ossenburger provides poor quality burials for little money. While Ossenburger donated money to the school, Holden resents having to cheer for him at a football game and having his dorm named after a man he sees as uncaring about proper burials.
The document provides guidance on answering Question 3, which involves note taking and summary writing. It advises students to focus on the key information asked for in the question, write concisely using bullet points, and limit the summary to 200-250 words using their own words. Students are encouraged to group similar ideas together and use discourse markers to link their points. Time management tips suggest dividing work into sections based on the average number of words per line. The purpose is to help students understand what is expected for the question and how to structure their response.
This document contains guidance and instructions for students taking an IGCSE Reading exam. It begins with a dictionary exercise for students to define vocabulary words. It then provides advice on how to answer Question 1 of the exam, which involves transforming a text into an interview. Students are instructed to address all points equally, make reasonable inferences, and use their own words as much as possible. Sample conventions and structures for writing an interview are also outlined. The document concludes by providing the interview prompt for students to attempt, with guidance on criteria for a successful response.
Reporter: Mrs. Grylls, your son Bear seems to have a real passion for adventure. What kinds of adventures has he been involved in?
Mrs. Grylls responds that Bear has climbed Mount Everest and other challenging peaks from a young age. She notes that he is very determined and focused on conquering difficult tasks. While his adventures concern her at times, she has always known Bear to be drawn to challenges in nature.
The reporter then asks what Bear is like as a person. Mrs. Grylls says he has always had an adventurous spirit and was always climbing trees or walls as a boy. Though
The document provides guidance on how to write a summary in response to exam questions. It advises students to:
- Focus on only the information asked for in the question.
- Group similar ideas together and write them up using their own words, linking ideas with discourse markers.
- Aim to include 15-17 points total across two summaries, divided roughly equally.
- Spend 10 minutes summarizing each passage and 25 minutes writing the summaries.
It then provides an example of how to analyze a passage to identify key points, organize them into themes, and write a summary paragraph in their own words using synonyms and linking ideas.
This document provides guidance for students taking an iGCSE English Language mock exam. It outlines the structure and requirements of the different exam questions. For question two, students will analyze the language and style used in two selected paragraphs to understand the effect on the reader. They are instructed to select four quotes or phrases from each paragraph, explain the impact of the language, and analyze the techniques used by the author. Examples of potential responses are provided, with guidance on writing in a way that effectively addresses the assessment criteria. Teachers provide self-assessment questions and offer peer support to help students improve their exam skills.
The document provides a series of quiz questions testing iGCSE exam skills. The questions cover choosing the right words from passages, making reasonable inferences from pictures, defining vocabulary words, identifying facts about freediving, and matching conventions to genres. The quiz aims to prepare students for the range of question types they may encounter on iGCSE exams.
iGCSE Jan Mock Prep Lesson [Question 2 Extended]Miss Hart
The document provides guidance to students on analyzing the effects that word choices create in a paragraph. It instructs students to:
1) Identify 4 powerful words or phrases from a sample paragraph
2) Note what each word or phrase makes them think of to understand the connotations
3) Explain the effect that each word or phrase creates by discussing its connotations and associations
4) Conclude with a statement about the overall effect of the paragraph based on the language choices
The document uses examples and prompts students to practice this analysis to demonstrate understanding of how an author's word choices can create different effects.
This document provides guidance and examples for students creating their own exam questions and mark schemes based on a provided text extract. It includes:
- Instructions for students to create their own questions 1 and 2 using their understanding of the text.
- An example of question 1 on empathetic writing, including guidance to produce a mark scheme with expected content.
- An analysis of language from the provided text extract as an example for answering question 2.
- Further instructions and examples for completing the exam paper creation task, including finding a linked external text for question 3.
This document discusses criminal attempts and the law around liability for attempts. It addresses the key issues and debates around the current test for what constitutes an attempt under the Criminal Attempts Act 1981. Specifically, it examines the "more than merely preparatory" phrase and how courts have interpreted it inconsistently in different cases, leading to uncertainty. It also compares the old common law tests for an attempt that existed prior to the Act and discusses whether they were any clearer or more appropriate than the current statutory test. The document aims to analyze the problems and limitations with the current approach to criminal attempts in order to fully understand this area of law.
Damian pulled a knife on Juan during an argument. Juan ran into the road in fear and knocked over Brenda on a bike, causing minor injuries to Juan and ultimately leading to Brenda's death after being hit by a car due to a thin skull. Juan refused medical treatment for his cut which became infected with gangrene. A doctor's error during an amputation to treat the infection caused Juan's death.
The statements evaluate Damian's liability for the harms to Juan and Brenda at different points in the causal chain. Statement A argues Damian is not liable for Juan's bruising, while Statement B argues he is not liable for Brenda's death due to her thin skull. Statement C argues the
The document provides an overview of key concepts in the criminal law topic of actus reus and omissions. It discusses the general rules for establishing criminal liability, which require both an actus reus (guilty act) and mens rea (guilty mind). It examines different types of acts that can satisfy the actus reus requirement, such as acts, omissions, consequences or results. It also explores the concept of omissions in criminal liability and how liability can arise from a failure to act in certain situations where there is a duty of care. The document uses cases like Donoghue v Stevenson and Airedale NHS Trust v Bland to illustrate these legal principles and provides examples, questions, and tasks
Here are potential links between the pictures and the topic of precedent in law:
Picture 1 (scales of justice): The scales of justice represent fairness and balance, which is what courts aim for when applying and following precedent - treating similar cases similarly. Precedent aims to promote consistency and predictability in the law.
Picture 2 (books): Law reports and law books contain published judgments from past cases that set precedents. Lawyers and judges research these sources to find binding and persuasive precedents to apply to current cases.
Picture 3 (gavel): The gavel is a symbol of a judge's authority in a courtroom. When a higher court overrules a lower court's decision, it is exercising its hierarchical authority established by
The document provides information and discussion questions about the defense of diminished responsibility in English criminal law. There are four key elements to the defense that must be proven: 1) abnormality of mental functioning, 2) recognized medical condition causing the abnormality, 3) substantial impairment, and 4) the abnormality must provide an explanation for the killing. The document examines cases that have helped define these elements and discusses debates around topics like the burden of proof, the role of intoxication, and proposed reforms to the defense. Students are prompted to consider application of the law to hypothetical scenarios and to critically analyze statements related to diminished responsibility.
This document discusses the insanity defense and automatism defense in criminal law. It provides examples of cases where these defenses were used and examines how the courts have interpreted and applied the legal tests for these defenses. Specifically, it discusses the M'Naughten Rules for the insanity defense, which require that due to a disease of the mind, the defendant did not know the nature and quality of their actions, or that what they were doing was wrong. It also examines the legal tests for establishing automatism as a defense.
2. When should a child be responsible for their crime?
D, who is 16 is messing
around with his mother’s
gun. It goes off and kills
his sister, 12 dead.
D, who is 5, picks up the
air rifle her dad left out
after going to answer
the phone, and shoots
her 18 month old
brother in the head.
D, 14, pours bleach over V’s head after she asks
him to be quiet in the cinema.
D, who is 15, kidnaps,
beats up and kills V,
aged 12 and dumps his
body in a wheelie bin .
D, who is 8, kills his sister because she was crying so
loudly that she drowned out the TV
D, who is 11, goes into a shop picks up a
chocolate bar and walks out.
D, who is 12, is playing with his friends in a
barn when it catches on fire. They run away.
Look at the scenarios below. Which do you think should be criminally liable and why?
D, who is 10 is
being bullied by V.
He hits him
repeatedly, killing
him.
3. Why such a big deal about youth
offenders?
Watch this extract from the One show, on the problem of
youth offending.
What issues are raised?
What solutions are offered?
4. How old is old enough?
Student Task:
Read the article over the page on the age of
responsibility, and answer the following questions:
1. What should the age of responsibility be? Why?
2. What happens to a child under the current age,
who commits an offence
5. What is the aim in
sentencing youths?
“prevent
future crime”
Crime and Disorder Act 1998
Going for the top?
Look at the aims under the Crime and
Immigration Act 2008
6. So what happens to youth offenders?
Well, where possible we try to keep them out of the criminal justice system.
This means that you need to know
three levels of sentencing:
1. Pre-Court
2. First tier
3. Sentences
7. Pre-Court Responses
Reprimand
Final
Warning
Anti-Social Behaviour
Methods
Given by Police Officer
1st Offence & Plead Guilty
Can be referred to YOT
Given by Police Officer
1st or 2nd Offence & Plead Guilty
Assessed for causes and given programme
to address this.
Acceptable
Behaviour
Contract
ASBO
Individual
Support
Order
8. Firstly
Custodial Sentences
Should only be used where all other sentences are inappropriate
Secure Training Centre
e.g. Oakhill in Milton Keynes
Secure Children’s Home
e.g. Orchard Lodge, London
Young Offenders Institute
e.g. Aylesbury
Look at the attached
video...
9. Each set of pictures makes up a word:
Which one?
1.
4.
3.2.
5.
Zen + tense
Sentence
Curse + toad(y)
Custody
Community
Discharge
Fine
10. Types of Custodial Sentences:
Detention & Training Order
When hand them out?
Persistent Offenders
Significant Offending
History
Seriousness of the offence
Applies to those aged:
Lasts:
First half = custody
Second Half = Supervised in
the community (may have an
ISSP attached)
11. Types of Custodial Sentences:
S.90/91 Order
Powers of the Criminal Court (Sentencing) Act 2000
s.90
• Applies only to murder
• Detained “At Her Majesty’s
Pleasure”
• Indefinite licence on release.
s.91
• Up to the max available for an adult
• Released ½ way through
•On licence for a period afterwards
Available for crimes for which an adult would receive a
sentence of 14 years or more and are tried in the Crown Court
12. Any other custodial sentences?
Extended Sentence Fixed Term
Suspended
sentence
Home detention
curfew
Detention for
Public Protection
(DPP)
Do these sound familiar?
14. Extension:
Which custodial sentence would be the most
appropriate for each situation?
Bob, aged 14, has been
convicted of GBH on his
teacher, after he flung his
chair at her head, causing
serious scarring.
He has two previous
convictions for assault.
Louisa, aged 16, has been
convicted of murder after
she shook her babysitting
charge to death for
interrupting a phone call
from her boyfriend.
She has no previous
convictions.
Jason, aged 13, has been
convicted of four counts of
burglary. He has previously
been given a short
custodial sentence of three
months.
15. Sentence type two:
Community
Orders
Remember:
1. If the offender is aged over
16, he may be given an
adult community order
2. These should only be given
where the crime is of such
seriousness that the
punishment is justified.
3. Breach of these may
ultimately lead to a
custodial sentence.
16. Youth Rehabilitation Order
... Some more information!
Criminal Justice and Immigration Act 2008
Student Tasks:
AO1: Knowledge of the law
Using your understanding of
the adult options, and the cards in
your pairs, complete your handout to
illustrate each of these options!
AO2: Applying the law
You have all been given one of three
problems. What YRO would you hand
out to the offender and why?
17. Got it?
Which requirement am I?
You are going to see 10 requirements which may make up a Youth
Rehabilitation Order. Some of these we have done, but some we haven’t.
Can you guess which order it is?
I last for up to 6 months
I require a willingness to participate
I may not involve going anywhere, but I can still help
I can help you with an mental problems you are having
MENTAL TREATMENT ORDER
I last for up to 36 hours
I take place on a Saturday
I might involve doing some maths and English
I tend to be run by the police and aim to disrupt your free time to stop offending
ATTENDANCE CENTRE ORDER
I last for a grand total of 90 days
I might involve you meeting someone you’ve harmed
If you go somewhere, I only last for 7 days
I might make you focus on thinking skills, or binge drinking…
ACTIVITY REQUIREMENT
I last for up to 3 years
I will help to support you with all the other requirements
I will meet you regularly
I monitor you and may breach you if you break me
SUPERVISION REQUIREMENT
I might involve knife crime
I am a positive thing you can do
I might also involve anger management
I am helping you to reprogram yourself…
PROGRAMME REQUIREMENT
I last for up to 6 months
I might be between 2-12 hours long
I will tell you where to be
I might involve tracking you
CURFEW REQUIREMENT
I can’t be used on my own
I need someone to be responsible for me
I will make sure you are where you say you are
I am a wonder of modern technology!
ELECTRONIC MONITORING REQUIREMENT
I depend on how old you are.
I might be used to get you to a relative
I can only last 6 months
If you are older, you may be able to leave the family
RESIDENCE REQUIREMENT
I will use the police to make sure you stick to it
I am negative in my approach
I might stop you possessing guns
…or contacting particular people
PROHIBITED ACTIVITY REQUIREMENT
I only kick in if you are 16-17 years old
I might last as long as 240 hours
…or as short as 40 hours…
But I must finish within a year
UNPAID WORK REQUIREMENT
18. You be the (district) judge!
Joe, aged 12, has been convicted of robbery
after he stole £200 from his school mufti fund.
He has an ASBO for anti-social behaviour
towards others in his neighbourhood, and was
convicted along with two other friends.
Louise, age 15, has been convicted of assault
after she hit her sister, causing her to break
her nose. Louise has been depressed and is no
longer attending school. She has previously been
on medication to help with the depression, but
has stopped taking it. She has no previous
convictions
Stacey, aged 11, has been convicted of two
counts of theft and one of criminal damage.
She has three previous convictions for criminal
damage, all of which occurred after drinking
large amounts of alcohol. She currently lives
with her parents, who are both alcoholics.
Using everything you have learnt
about youth sentencing so far, and
about the things which judges take
into account in sentencing an
offender, you are going to…
sentence the perp!
19. Peer Assessment
Now you have
another response…
to another question!
You are going to
apply your
understanding of
both the law and the
exam demands to
mark the response.
A point:
Louisa has no previous
convictions which would work
in her favour
A developed point:
Stacey’s previous convictions
would not work in her favour
because she is a greater risk of
reoffending, and so is likely to
make her sentence worse.
A well developed
point:
Joe has been charged with a
serious offence which would
increase the likelihood of a
custodial sentence because of
sentencing guidelines and it is
from his school. However, the
amount that he has stolen is
quite small, and so would
probably work to reduce his
sentence.
Now, using your understanding mark
and comment on:
An absolutely fabulous
thing….
Better if you…
How confident should they
be with their response?
20. Intensive Supervision and
Surveillance Order
Simple Task!
Complete the questions
using the information in
your pack.
1. Who is the ISS aimed at?
2.How long does it generally last?
3.How might an offender end up on an ISS?
4.There are two elements to the
requirement: the intensive supervision and
the surveillance. Give three examples of
each:
5.What do you think is the aim behind the
introduction of the ISS? Why?
Surveillance Supervision
22. Applying the law:
A Case Study on the Edlington Attacks
January 2010, two boys
were convicted of a vicious
attack on another two
young boys. Now that you
have looked at all of the
options for youth
sentencing, in your pair,
you are going to take on
the role of the judge.
Mitigating
Aggravating
What sentence would you
give and why?
Be prepared to
present & defend
your conclusions!
24. Student task:
A Case Study on the Edlington Attacks
The sentence and the reasons...
The judge told the boys that while he was setting a minimum detention period of five years, the risk
they posed to the public and their lack of apparent remorse meant that they were likely to be
locked away for considerably longer, and so he attached a DPP order.
"The fact is this was prolonged, sadistic violence for no reason other than that you got a real kick
out of hurting and humiliating [the victims]," he said, directly addressing the brothers. "The bottom
line for the two of you is that you both pose a serious risk of harm to others. Your crimes are truly
exceptional."
25. Starter:
Can you tame the
trionomoes?
Lollipop level
– just brains
Sticker level
– helpful handout
Too easy?
Can you identify the
punishments which
are missing and
explain what they
have in common.
26. Youth
Sentencing
Aims?
Pre-Court
Community
Custodial
Age:
Crime & Disorder Act 1998
Youth Rehabilitation Order
Crime & Immigration Act 2008
Mix of 16
requirements
ISS
Powers of Criminal Courts
(Sentencing) Act 2000
Threshold?
DTO
First Tier
Using one colour... How much can you add to the brainstorm without notes?
Now take another and add to your notes using notes etc.
Others?
Discharges?
Orders?
Fines?Anti-social behaviour
measures
27. What should an AO1 answer look like?
The type of sentence that a young offender may receive
are slightly different from those of an adult. The
custodial sentence for a young offender may include a
number of months/years in a young offenders institute,
if they have committed a crime that would usually if
sentencing an adult, result in a longer sentence,, then
the young offender will remain in the young offenders
institute until they can be tried as an adult. The
community sentence for a young offender, like that of an
adult, will include a number of hours unpaid work, due
to the young offenders age this is most likely to include
activities such as litter picking, cleaning graffiti off of
public walls or perhaps work in an old persons’ home.
Other sentences for a young offender may be a ASBO
which will give each individual who is given one specific
conditions which they must abide by such as curfew,
banning from certain areas etc. An ASBO would usually
be given for repeated petty/summary offences such as
public disturbances, vandalism or drinking on the streets.
Like adult offenders young offenders can also be
discharged by the court if they have committed a crime,
but the courts feel that they should not be punished.
Discharge can also be conditional so the offender may be
told to go to rehabilitation or drug abuse meetings.
This is a real answer from June
2009.
You need to mark and grade it.
You have an indicative scheme, in the
brainstorm, and the descriptions on
your sheet.
Extension:
Imagine you are this student’s teacher.
What advice would you have for them?
What have they done well?
What do they need to focus on to
improve?
28. LEVEL 4 Good, well-developed
knowledge with a clear understanding
of the relevant concepts and principles.
Where appropriate, candidates will be
able to elaborate by good citation to
relevant statutes and case-law.
15-18
LEVEL 3 Adequate knowledge showing
reasonable understanding of the
relevant concepts and principles. Where
appropriate, candidates will be able to
elaborate with some citation of relevant
statutes and case-law.
11-14
LEVEL 2Limited knowledge showing
general understanding of the relevant
concepts and principles. There will be
some elaboration of the principles, and
where appropriate with limited
reference to relevant statutes and case-
law.
6-10
LEVEL 1 Very limited knowledge of the
basic concepts and principles. There will
be limited points of detail, but accurate
citation of relevant statutes and case-
law will not be expected.
1-5
Improving the response
The aim is to be in Level Four, so how
are we going to get there?
A custodial sentence should be the last
option for a young offender. Under the
Powers of Criminal Courts (Sentencing)
Act 2000, they should only be
imprisoned if they are prolific
offenders or the seriousness of the
offence justifies it.
The custodial sentence for a young
offender may include a number of
months/years in a young offenders
institute, if they have committed a
crime that would usually if sentencing
an adult, result in a longer sentence,,
then the young offender will remain in
the young offenders institute until they
can be tried as an adult.
Now you rewrite the sections on pp. 18
aiming for detail and accuracy!
29. Evaluation Work:
Do the sentences actually work?
Produce one A4 side
aimed at evaluating one
side of one of the
types of sentencing.
All of you will be able to identify
two problems or advantages of
that sentence for one set of
offenders.
Most of you will be able to
explain why they are problems or
advantages.
Some of you will be able to
consider the issues for both adult
and youth offenders.
You each have a copy of this page, and each table has 2 articles (not
all of you have the same ones!) to help you. You may want to share and
exchange to help you...
30. Apply your
understanding!
Discuss which sentences are most likely to prevent a
young offender from further offending [12] Jan 2011
Key tips:
Aim for at least three well
discussed points, and a reasoned
conclusion.
If you can’t fully discuss one
point, then add an extra one!
Use clear examples or
development to support your
discussion.
Develop your counterargument
(not just a one sentence
statement!)
Use the key words of the
question in your evaluation.
Reprimands and warning are very effective in
stopping a youth offender from further offences
if it is a first offences because
however,
Now complete three more points and
a reasoned conclusion
31. Check on your learning...
On your sheet of A5, complete the sentences in as
much detail as you can!
A youth offender is...
The biggest problem with youth offending is...
If a young person is sent to custody, they may go to...
If a young person is convicted of murder they will be sentenced to...
The aim of sentencing youth offenders is...
The community order for youth offenders is....
This includes...
The most serious type of community order is...
A first tier sentence is...