Scheme of Work: A2 Sociology Course Code Start date End date Qualification Aim Module Title Crime and DevianceCourse Leader Subject Code DM Level Day(s) Start time End time Venue Lecturer Course Code 3 NC Mark OwenIncorporation of ECM Outcomes and Promotion of Equality of OpportunityAs professional practitioners working within the learning environment, we must take into account various Governmental policies,which aim to safeguard our learners and comply with recent OFSTED inspection outcomes. One in particular is that of Every ChildMatters, which forms part of The Children’s Act 2004. Every Child Matters comprises of four main aims, which include: 1) Being healthy: enjoying good physical and mental health and living a healthy lifestyle 2) Staying safe: being protected from harm and neglect and growing up able to look after themselves 3) Enjoying and achieving: getting the most out of life and developing broad skills for adulthood 4) Making a positive contribution: to the community and to society and not engaging in anti-social or offending behaviour 5) Economic well-being: overcoming socio-economic disadvantages to achieve their full potential in life.Every Youth Matters: working alongside this adaptation of ECM, the educational provider will do its upmost to challenge andengage young people, provide advice and guidance for young people, including information relating to HE and employment;aiming to raise educational aspirations. Furthermore the provider will continue to build local and national contacts within society, inorder to ensure an availability of different services for the learner.Equality and Diversity: E&D is achieved through positive relations between staff and students, working within a multi-cultural andaccessible learning environment and through teaching, and education.The College maintains a Zero-tolerance disciplinary procedure whereby any acts of discrimination are dealt with immediately. Zerotolerance is underpinned by the Equality Duty (2011), which makes it unlawful to discriminate on the grounds of gender, age,ethnicity, sexual orientation and religion.
ECM Outcome Course Content AreaStay Safe • Teacher awareness of: maltreatment, neglect, violence and sexual exploitation, injury, bullying & discrimination and crime and anti – social behaviour • Awareness of new crimes – Forced marriages/female genital mutilation (FGM)Be Healthy • Students allowed/encouraged to drink water • Allowing for breaks where possible in lessons • Adherence to relevant Health and Safety and fire regulationEnjoy and Achieve • Revision/support sessions offered prior to exams • 1 on 1 academic mentoring offered • Use of chief examiner revision session • Transferable skills: individual and group work, presentations, role play, ICT/emerging technologies – You-tube, Podology, Guardian & S-Cool, literacy – writing, numeracy – crime statistics/trends/patterns and speaking and listeningAchieve Economic Well- • Understanding legitimate measures to take, in order to achieve economic wellbeing;being • Marxism: key reasons for committing crimes • Neo-Marxism- Taylor- Global Economic Crime & its consequencesMake a Positive • To enjoy class discussion, contributeContribution • The social construction of crime – The Chicago School/labelling • Awareness of causes of crime: Left/right realism • Ethnicity and crime- The Macpherson Report (1999) / Stephen Lawrence • Media representations of crime: Deviance amplifications/stereotypes/ news values and coverage/moral panics • Awareness of global crime and new types of crime (cybercrime- bulling/sexting/ illegal music downloads)Promote Equality • To discuss the diversity in society todayof Opportunity • Understanding the diversity of crime; working class/middle class- corporate crimes • Understanding different motivations for crime • Understanding different religious motivations for crime (not just focusing on Islamic fundamentalism)
Preferred Learning Methods A-Level Sociology: Learning Very Frequentl Occasionall Rarel Neve Learning Very Frequentl Occasionall Rarel Neve methods frequentl y y y r methods frequentl y y y r y y ICT- You- Q&Atube/Smart boardsGroup work QuizzesPaired work Assignment lessons Group Field trips research Individual Presentationsassignment sRole plays Class discussions Class Guest dictation speakers Debates Other: Recap Other: games Student Other: seminars
LEARNING OBJECTIVESDefining Crime and Deviance & the Functionalist perspective 1) Understand the functionalist perspective on crime including the functions of crime 2) Understand the concept of strain and its role in explaining deviance 3) Be able to explain the differences between strain and subcultural theoriesSubcultural theories of crime and deviance 1) Recap key concepts of Merton’s Strain Theory 2) Individually analyse and feedback content regarding Cohen and status frustration 3) Investigate and develop a research poster highlighting different subcultural theories – Cohen, Cloward and Ohlin, Matza & Miller (Murray) 4) Be able to evaluate functionalist, strain and subcultural theories of crime and devianceMarxist understanding of crime and deviance 1) Investigate the main premise of Marxist explanations of crime and deviance 2) Highlight contemporary examples which demonstrate application skills 3) Evaluate existing Marxist theories using aspects of Neo- MarxismNew-Criminology 1) To re-cap traditional Marxist approaches to crime and deviance 2) To define the New-Criminology 3) To draw comparisons between New Criminology and traditional Marxist approaches 4) Evaluate existing theories of Neo-Marxism and their understanding of crime and devianceRealist approaches to Crime and Deviance 1) Recap on past theories, explaining crime and deviance; 2) Introduce and understand the key principles behind the
realists; 3) Understand the differences between the right realists and left realists; 4) Synoptically link areas of study to previous topics.Social Action Theory 1) Recap realist approaches to crime and deviance 2) Investigate the labelling theory approach, whilst linking with Becker 3) Illustrate Cohen’s and Wilkins understanding of deviance amplification with contemporary examples 4) Investigate the influence of emerging technology on new types of crimeMedia 1) Know the patterns of media representations of crime and how these differ from the picture of crime in official statistics 2) Understand and be able to evaluate different views about the media as a cause of crime and fear of crime 3) Know and be able to evaluate views of the media’s role in the creation of moral panics 4) Understand the relationship between the new information media and crime and social controlPunishment and Control 1) Recap and consolidate past knowledge of labelling theory, linking with the interactionist approach. 2) Highlight and record possible preventative methods, which aim to tackle crime and deviance; 3) Investigate different forms of punishment, while linking with social constructivism; 4) Introduce different models of prisons through the understanding of Foucault .Contemporary crimes 1) Explain the impact of globalisation on crime levels; 2) Illustrate examples of crimes caused and heightened by globalisation; 3) Describe aspects of green crime in contemporary society; 4) Illustrate examples of green crime; 5) Describe and outline examples of state crimes, linking with human rightsSocial distribution of crime: Gender 1) Highlight gendered patters in recorded crime
2) Synoptically link criminal statistics with AS/A2 units (methods in context). 3) Argue explanations for the rising rate of female crime 4) Investigate the process of de-industrialisation and masculine identities upon male rates of crimeSocial distribution of crime: Class & locality 1) Revise and record key aspects of a given research title; 2) Highlight Realist, Ecological, Marxist and Functionalist explanations of class and criminality; 3) Recap Realist explanations of crime and deviance; 4) Revisit ecological explanations of crime and deviance.Social distribution of crime: Ethnicity 1) Investigate current levels of offending amongst ethnic minorities; 2) Identify explanations into ethnic differences in official statistics and victim surveys; 3) Illustrate acts of racism through understanding the different stages within the criminal justice system; 4) Q&ASocial distribution of crime: age 1) Identify explanations for crime and deviance linking with age categories 2) Highlight and synoptically link areas of study in order to understand crime rates linking with age categories.Measuring crime See ethnicity and Revision PPT
Week Main Topic/ Content Embedded Content: Teaching and Learning Resources Assessment// Objectives Functional Skills Methods including use of ILT HomeworkDate Defining Crime & ICT- You-tube videos/DVD Venn diagram activity: PPT Recap class Deviance Criminal/Deviant behaviour notes for recap Using Plummer’s Group work – define crime ICT – Juno test next week definitions define what and deviance Mind-map activity –explaining crime is and how it is crime- what is Crime and http://www.ston Submit a unit socially constructed - The History of Homosexuality Deviance? – examples of ewall.org.uk/at_ glossary Link briefly with – Equality and Diversity C&D home/history_of Labelling theory. _lesbian_gay_a Homosexuality- The Literacy: core text/reading Class reading/discussion/note nd_bisexual_eq history of homosexuals; activities taking on theories. uality/default.as Oscar Wilde – 1895/ p (History of Alfred Kinsey 1948, Debates/Discussions- Group discussion – why do Homosexuality) Sexual Offence Act Criminal and Deviancy? people commit crime - post 1967 – decriminalisation stick note activity onto the Webb et al 2009 Criminal into deviancy? white board, understanding motivations for being an Capture sheet Why do people “offender”. & class commit crime? worksheets Functionalist ICT- You-tube- Juno (An Act Perspectives of Crime of Deviance?) - The inevitability of crime Ladette to Lady – Deviance - Positive functions – 9/11/Martin Luther World’s strictest parents- King/Monk suicide Deviance Examine and evaluate 9/11- Boundary Maintenance theories by Durkheim, Etzioni & Hirschi (ROW) This Scheme of Work was organised in conjunction with South Gloucestershire and Stroud College (formally Filton College). The layout and content is not static and could change depending upon examination dates, results and learner progression. Subcultural Theories of Literacy: individual reading Reading/Discussion task- Ppt, W/S, 21 marker Crime & Deviance and presenting Cloward and Ohlin peer teaching “Using material Durkheim recap Contemporary newspaper You-Tube videos – The Riots: from Item A and