FdSc Criminology and Psychology by UCSD

Plymouth University Academic Partnerships South Devon College

Programme Quality Handbook for FdSc Criminology and Psychology

2015 â&#x20AC;&#x201C; 16

Programme Quality Handbook 2015-16

Page 1 of 55

Contents 1.

Welcome and Introduction to FdSc Criminology and Psychology. ............................................ 3

Programme Specification .......................................................................................................... 4

Module Records ...................................................................................................................... 22

Programme Quality Handbook 2015-16

Page 2 of 55

1. Welcome and Introduction to FdSc Criminology and Psychology. Welcome to the Foundation Degree in Criminology and Psychology. This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications. This Programme Quality handbook contains important information including:  The approved programme specification  Module records Note: the information in this handbook should be read in conjunction with the current edition of the College / University Student handbook available at www.southdevon.ac.uk which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook https://www.plymouth.ac.uk/your-university/governance/student-handbook and your Teaching, Learning and Assessment Handbook available on your programme virtual learning environment. .

Programme Quality Handbook 2015-16

Page 3 of 55

2. Programme Specification PS1.

Programme Details

Awarding Institution:

University of Plymouth

Teaching Institution:

South Devon College

Accrediting Body: Language of Study:

English1

Mode of Study:

Full Time/Part Time2

Final Award:

FdSc

Intermediate Award:

Certificate Higher Education

Programme Title:

FdSc Criminology and Psychology

UCAS Code:

3S4B

JACS Code:

C800

Benchmarks:

QAA Criminology 2014 QAA Psychology 2002 QAA Law 2007

Date of Programme Approval:

Click here to enter text.

PS2.

Brief Description of the Programme

The following is the definitive, approved description of this programme that both clarifies this programmes position within South Devon College and Plymouth Universityâ&#x20AC;&#x2122;s respective portfolios and provides material that may be directly used for promotion of the programme (approx.. 200-250 words):

This programme responds to the demand for a Foundation Degree in Criminology and Psychology to support the application of learners for careers in policing, youth offending teams, the local council, and with safer communities. The Foundation Degree would provide the opportunity for students to develop subject specialist knowledge in these fields and to study in their local community. The proposed programme will utilise research methods and related modules from the approved FdSc Psychology and Sociology. The programme will run on a full time basis over two academic years, by attendance three days per week, and also on a part-time basis over 3 years.

1 2

Unless otherwise approved through Plymouth Universityâ&#x20AC;&#x2122;s Academic Developments Committee Full time/part time/distance learning etc.

Programme Quality Handbook 2015-16

Page 4 of 55

This programme aims to provide a study of criminology, psychology, criminal psychology, criminal law and criminal justice systems in context. The focus of the programme is on developing an understanding of the nature of crime, society and human behaviour. The programme will also focus on systems and policy in context and an exploration of the implications for practice. The Foundation Degree relates, analyses and evaluates theory in relation to practice implications. It aims to enable students to evaluate and develop appropriate research skills when working in the wider community. The Foundation Degree will be multidisciplinary in nature and takes into account the impact of systems and processes on the individual and the community. Multiple perspectives are presented to draw on a range of significant disciplines such as criminology, psychology, criminal justice studies, anthropology, history, welfare, sociology and social policy, cultural studies, the law and political and economic perspectives.

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate) N/A

PS4.

Exceptions to Plymouth University Regulations

(Note: Plymouth Universityâ&#x20AC;&#x2122;s Academic Regulations are available internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm ) N/A

PS5.

Programme Aims

The programme will deliver:3

1 Provide a coherent programme of study which facilitates the academic and professional development of students, is relevant to the needs of employers and lays the foundations for a successful career in the community or criminal justice system. 2 Develop critical thinking practitioners to enable them to respond in a reflective, flexible and analytical manner when reviewing crime and its causes. 3 Develop understanding of the importance of the multi-disciplinary workforce to support offenders and their victims. 4 Develop the studentsâ&#x20AC;&#x2122; ability to integrate skills and knowledge throughout the programme and apply these to independent research. 5 Provide an environment that fosters studentsâ&#x20AC;&#x2122; skills to continue lifelong learning and reflection, including postgraduate study.

PS6.

Programme Intended Learning Outcomes (ILO)

By the end of this programme the student will be able to:5 3

Recommended: 5-7 number-bulleted

Programme Quality Handbook 2015-16

Page 5 of 55

1. Demonstrate knowledge of the disciplines of criminology, psychology and sociology. 2. Analyse and evaluate the impact of ethical and legal issues relevant to the generation of knowledge through research 3. Demonstrate knowledge of research methods used to gather data in the fields of crime and criminology. 4. Evaluate the perspectives about the causes of crime and the nature of human behaviour and social relations which infuse crime prevention theories and policies. 5. Identify methods used to study the influence of biological processes on behaviour. 6. Assess classic and recent studies in cognitive psychology and understand the theoretical concepts to which they relate. 7. Apply understanding of research design to implement a research project in accordance with ethical guidelines.

PS7.

Distinctive Features

The following provides a definitive and approved list of elements that may be used to both conceptualise and promote the market position of this programme:4



 

The Foundation Degree offers a broad range of study in both Criminology and Psychology, with the opportunity to study specific modules in Criminal Psychology. The Foundation Degree will provide the opportunity for students to develop subject specialist knowledge in these fields and to study in their local community. The Foundation Degree will feature an optional placement which will support career opportunities for students. The Foundation Degree will be multidisciplinary in nature and takes into account the impact of systems and processes on the individual and the community. Multiple perspectives will be presented to draw on a range of significant disciplines such as criminology, psychology, criminal justice studies, anthropology, history, welfare, sociology and social policy, cultural studies, the law and political and economic perspectives.

Students will benefit from:  Students will learn alongside others with different entry qualifications, from diverse backgrounds and varied experience. This diverse environment is an enrichment of the learning process for all students.  Lecturers from different disciplines and experiences will contribute to the delivery of the programme using a variety of different teaching methods and approaches. 4

Recommended: to bullet these to ease promotional use

Programme Quality Handbook 2015-16

Page 6 of 55



Students will have the opportunity for both formative and summative assessment, which will be innovative in approach and will seek to embrace new technologies, such as social media and E-Learning, thus equipping the student with skills that will benefit them in the vocational world. Partnership with Plymouth University provides access to a broad range of additional learning resources and academic and professional integration and validation.

PS8.

Student Numbers

The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur, and staffing and resource planning: Approximate minimum student numbers per stage = 10 Target student numbers per stage = 15 Approximate maximum student numbers per stage = 20

PS9.

Progression Route(s)

Approved ‘progression route(s)’ are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to ‘top-up’ to complete a Bachelor degree, but may be employed for other award types. This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3-years. Progression arrangements with institutions other than Plymouth University carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to Plymouth University, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University.

Students who successfully pass the Foundation Degree may progress to one of the following, in conjunction with University regulations:  BSc (Hons) Criminology and Criminal Justice Studies  BSc (Hons) Criminology and Criminal Justice Studies with Psychology  BSc (Hons) Police and Criminal Justice Studies

All work in the first year (Stage 1) will be at level 4. Programme Quality Handbook 2015-16

Page 7 of 55

Any modules done in Stage 2 (the second year of a full time course) will be at level 5. Please note there is a deadline for progression applications (circa mid-January with the actual date determined annually) and places maybe subject to availability. If you progress to the final stage of a Plymouth University programme the proportion of your FdSc marks used towards your Level 6 grade will be governed by the University. Progression to the BSc Criminology with Psychology at Plymouth University will not result in BPS accreditation. Should you wish to attain BPS accreditation a Masters level programme is available at Plymouth University, however progression onto this programme from the BSc is not automatic and is decided through an application process. The contribution of marks from prior levels of study to the progression award is governed by University regulations.

PS10.

Admissions Criteria

Qualification(s) Required for Entry to this Programme:

Details:

Level 2: - Key Skills requirement / Higher Level Diploma: and/or

N/A

GCSEs required at Grade C or above:

Level 3: at least one of the following: - A Levels required to meet AS/A2/UCAS Points Tariff: Click here to enter text. - Advanced Level Diploma: - BTEC National Certificate/Diploma: - HNC/D: - VDA: AGNVQ, AVCE, AVS: - Access to HE or Year 0 provision: - International Baccalaureate: - Irish / Scottish Highers / Advanced Highers: Work Experience: Other non-standard awards or experiences: Programme Quality Handbook 2015-16

GCSE Maths at grade C English at grade C or equivalent including Functional Skills Level 2 Maths and English

140 UCAS Points Pass 3 Pass 140 UCAS points Pass grade or above 24 140 UCAS points Any related work experience will be beneficial These cases will be considered on individual merit. Page 8 of 55

APEL / APCL5 possibilities:

Interview / Portfolio requirements:

Independent Safeguarding Agency (ISA) / Criminal Record Bureau (CRB) clearance required:

PS11.

Click here to enter text. All Accreditation of Prior Credited Learning and Accreditation of Prior Experiential Learning arrangements will be dealt with on an individual basis in line with Plymouth University Regulations. interviews MAY be required by the admissions tutor6 Click here to enter text. No *An appropriate DBS will be required for those undertaking an optional placement if placed by the college. For those securing own optional placements a DBS will be required at the employers’ discretion.

Academic Standards and Quality Enhancement

The Programme Manager and their Programme Committee will follow Plymouth University’s current annual monitoring process for partnership programmes to complete evaluation of and planning for maintaining and improving quality and standards. This process may be refined over time, yet is constant in its focus on the production, maintenance and use of a programme level Action Plan, which is an auditable document for Plymouth University’s standards and quality assurance responsibilities. Elements of this process include engaging with stakeholders. For this definitive document it is important to define: Subject External Examiner(s): all modules are parented by this programme and

therefore covered by this programme's external examiner.7 Susannah Menis. Additional stakeholders specific to this programme: Students, Graduates, PU, Police, Probation Service, Citizens Advice. 8

Accredited Prior Experiential Learning and Accredited Prior Certificated Learning Enter: “interviews MAY be required by the admissions tutor” or “ALL applicants are to be interviewed” 7 Enter: “all modules are parented by this programme and therefore covered by this programme’s external examiner” or “the following modules are parented by other programmes, as detailed, and therefore covered by the respective external examiners [then add details]” 8 i.e. students, graduates, employers, academic communities etc 6

Programme Quality Handbook 2015-16

Page 9 of 55

PS12.

Programme Structure

For programmes containing more than one FHEQ level of study: copy and paste the table below as required (hover the mouse over the table then left-click on the box in the top left corner to highlight the table  right-click  copy  select a line at least one further than the bottom of this table  right-click and select ‘paste – keep formatting’ For users employing pre-2010 versions of MS Word the text entry box guidance will not be visible. Please see footnotes for guidance. The following structure diagram provides the current structure for this programme. It enables the stage of both full time and part time routes to be compared within the single diagram as well as any mixes for option modules to be clearly indicated.

FHEQ Level: 4 For: Criminology and Psychology F/T Route Year

P/T Route Error! Bookmark not Year

Core

20 AU

The Psychology of Offending Behaviour

Core

20 AU

Introduction to Criminological Theory

Core

20 SP

Research Methods

Core

20 SP

An Introduction to the Criminal Justice System in England and Wales

Core

20 SP

Crime, Criminology and Society

Core

20 AU

Cognitive and Physiological Psychology

efined.

Core or Option Module

Credits

Module

SOUD1342 SOUD1351 SOUD1348 SOUD1352

SOUD1345 SOUD1347

Enter: “1, 2, 3, 4 or No F/T (or P/T) Route” Enter: “Core, Option Any Mix, Option Choice A, Option Choice B, Option Choice C, Option Choice D or Option Choice E (please ensure options are identified in a linked fashion)” 11 Enter: “10 Autumn, 10 Spring, 20, 30 or 40 (10 credit modules are an exception to Plymouth University regulations)” 12 Enter: the module code and its title 10

Programme Quality Handbook 2015-16

Page 10 of 55

FHEQ Level: 5 For: Criminology and Psychology 13

F/T Route Year

P/T Route Error! Bookmark not Year efined.

Core or Option Module

Credits

Module

SOUD2291

Core

20 AU

Core

20 AU

Social, Developmental, Clinical and Learning Psychology

Core

20 AU

Criminological and Penal Theory

Core

20 SP

Youth Justice, Restorative Justice and Victims of Crime

Core

20 SP

Individual differences and research methods

Core

20 SP

Policing and Community Safety

Methods of Detection and Offender Profiling SOUD2296 SOUD2300 SOUD2301 SOUD2297 SOUD2294

The provided table includes only a single line. This will need replicating to suit the number of modules (core and option) included in this programme’s structure. To do this: highlight the un-shaded row above  right-click  ‘copy’  select the line immediately below the table  right-click  ‘paste – keep original formatting’

PS13.

Exposition and Mapping of Learning Outcomes, Teaching & Learning and Assessment

Developing graduate attributes and skills, at any level of HE, is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and the where and how these are operationalized. The interrelated factors of Teaching, Learning and

Enter: “1, 2, 3, 4 or No F/T (or P/T) Route” Enter: “Core, Option Any Mix, Option Choice A, Option Choice B, Option Choice C, Option Choice D or Option Choice E (please ensure options are identified in a linked fashion)” 15 Enter: “10 Autumn, 10 Spring, 20, 30 or 40 (10 credit modules are an exception to Plymouth University regulations)” 16 Enter: the module code and its title 14

Programme Quality Handbook 2015-16

Page 11 of 55

Assessment and how these are inclusive in nature are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme. Ordered by graduate attributes and skills, the following table provides a map of the above plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

For programmes containing more than one FHEQ level of study: copy and paste the table below as required (hover the mouse over the table then left-click on the box in the top left corner to highlight the table  right-click  copy  select a line at least one further than the bottom of this table  right-click and select ‘paste – keep formatting’ For users employing pre-2010 versions of MS Word the text entry box guidance will not be visible. Please see footnotes for guidance. Level: 4 Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods

Prog intended Prog Aims Learning Outcomes

Range of Assessments

Related Core Modules

Essays, timed essay, extended written work, presentation, seminar

SOUD1342 SOUD1351

Knowledge / Understanding: For this sub-bachelor level programme the following has been informed by the Foundation Degree Qualification Benchmark (FDQB), as well as QAA Subject 17 Benchmark(s): 18 Criminology Benchmarks 4.2. points 1-20 Psychology Benchmarks 4.4.1 – 4.4.9 Law Benchmarks 6.1 – 6.2 By the end of this level of this programme the students will be able to demonstrate for: A threshold pass: 40%

Primary:

Lectures, Seminars, Tutorials, Guided

1,2,3,4,5

1,2,3,4,5,6,7

ror! Bookmark not defined.

Programme Quality Handbook 2015-16

Page 12 of 55

Independent Study.19

discussions.

Secondary/Supplementary: External Visits

SOUD1352 SOUD1345 SOUD1347 SOUD1348

An exposition for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme: All modules will facilitate the knowledge and understanding required for the foundation degree. The learning outcomes in each of the modules pertain to the development of knowledge and understanding in order to be assessed on each module.

Given the nature of this proposed degree, subject knowledge and assessment will be embedded throughout the programme. All modules will embed knowledge and understanding through various methods of teaching and levels of understanding will be clearly seen through various assessments that will take place. Cognitive and Intellectual Skills: SOUD1342 For this sub-bachelor level programme the following has SOUD1351 been informed by the Foundation Degree Qualification SOUD1352 Benchmark (FDQB), as well as QAA Subject SOUD1345 Benchmark(s): 22 SOUD1347 Criminology Benchmarks SOUD1348 5.1 – 5.4 Psychology Benchmarks 5.5.1 – 5.5.5 Law Benchmarks 6.2 – 6.3 By the end of this level of this programme the students will be able to demonstrate for: A threshold pass: 40%.

Primary: 1,2,3,4,5 1,2,3,4,5,6,7 Lectures, Seminars, Lectures, Seminars, Tutorials, Guided Tutorials, Guided Independent Study. Independent Study. Secondary/Supplementary: External Visits An exposition for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:

The methods of assessment within the modules are diverse and it able to capture the range of learning that has taken place. The assessments range from essays, reports, seminars and presentations.

Refer to relevant numbered aim(s) or LO(s) [as appropriate] List strategy/methods (i.e. lecs, tuts, guided ind study etc) 21 List the range of assessments most relevant to test these 22 Insert benchmark(s) statement reference 19

Programme Quality Handbook 2015-16

Page 13 of 55

Key Transferable Skills:

SOUD1342 SOUD1351 SOUD1352 SOUD1345 SOUD1347 SOUD1348

For this sub-bachelor level programme the following has been informed by the Foundation Degree Qualification Benchmark (FDQB), as well as QAA Subject Benchmark(s): 23 Criminology Benchmarks 5.4 Psychology Benchmarks 5.5.5 Law Benchmarks 7.1 – 7.2 By the end of this level of this programme the students will be able to demonstrate for: A threshold pass: 40%

Primary: 1,2,3,4,5 1,2,3,4,5,6,7 Lectures, Seminars, Lectures, Seminars, Tutorials, Guided Tutorials, Guided Independent Study. Independent Study. Secondary/Supplementary: External Visits An exposition for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:

Throughout this programme of study students will be equipped with skills that will certainly be transferable to the work place. Each module taught will embed transferable skills through teaching and learning in some measure. Psychology, Criminology and Law combination will enable students to develop their skills which will include problem solving, organising working to deadlines, management and leadership, motivation, making decisions and research. Employment Related Skills: SOUD1348 For this sub-bachelor level programme the following has been informed by the Foundation Degree Qualification Benchmark (FDQB), as well as QAA Subject Benchmark(s): 24 Criminology Benchmarks 5.1 – 5.3 Psychology Benchmarks 5.5.1 – 5.5.5 Law Benchmarks 8.1 -8.2 By the end of this level of this programme the students will 23 24

1,2,3,4,5

1,2,4,7

Primary:

Lectures, Seminars,

Insert benchmark(s) statement reference Insert benchmark(s) statement reference

Programme Quality Handbook 2015-16

Page 14 of 55

be able to demonstrate for: A threshold pass: 40%

Lectures, Seminars, Tutorials, Guided Tutorials, Guided Independent Study. Independent Study. Secondary/Supplementary: External Visits An exposition for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme: Through the placement within the research methods module students will undertake placement hours in order to complete the assessment. The primary research undertaken will be in conjunction with the placement and all ethical considerations will be adhered to.

Practical Skills: For this sub-bachelor level programme the following has been informed by the Foundation Degree Qualification Benchmark (FDQB), as well as QAA Subject Benchmark(s): 25 Criminology Benchmarks 5.1 â&#x20AC;&#x201C; 5.3 Psychology Benchmarks 5.5.1 â&#x20AC;&#x201C; 5.5.5 Law Benchmarks 7.7.1 â&#x20AC;&#x201C; 7.7.2 By the end of this level of this programme the students will be able to demonstrate for: A threshold pass: 40%.

SOUD1348

1,2,3,4,5

1,2,4,7

Primary: Lectures, Seminars, Lectures, Seminars, Tutorials, Guided Tutorials, Guided Independent Study. Independent Study. Secondary/Supplementary: External Visits An exposition for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:

Whilst this degree is academic in approach there will be practical opportunity given to students throughout the programme. Students will be encouraged to participate in volunteering in the work place of which there could be many options within the local area. This will also relate to the placement that they will be undertaking within the research methods module. Level: 5 Prog Teaching and Definitions of Graduate Attributes and Skills intended Range of Related Core Learning Strategy / Prog Aims Relevant to this Programme Learning Assessments Modules Methods Outcomes 25

Insert benchmark(s) statement reference

Programme Quality Handbook 2015-16

Page 15 of 55

Knowledge / Understanding: For this sub-bachelor level programme the following has been informed by the Foundation Degree Qualification Benchmark (FDQB), as well as QAA Subject 26 Benchmark(s): 27 Criminology Benchmarks 4.2.points 1-20 Psychology Benchmarks 4.4.1 – 4.4.9 Law Benchmarks 6.1 – 6.2

SOUD2291 SOUD2300 SOUD2301 SOUD2294 SOUD2296 SOUD2297

Primary: By the end of this level of this programme the students will be able to demonstrate for: A threshold pass: 40%

Lectures, Seminars, Tutorials, Guided Independent Study.28

1,2,3,4,5

1,2,3,4,5,6,7

ror! Bookmark not defined.

Essays, timed essay, extended written work, presentation, seminar 30 discussions.

Secondary/Supplementary: External Visits An exposition for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:

Given the nature of this proposed degree, subject knowledge and assessment will be embedded throughout the programme. All modules possibly excluding the Academic Skills Project will embed knowledge and understanding through various methods of teaching and levels of understanding will be clearly seen through various assessments that will take place. Cognitive and Intellectual Skills: SOUD2291 For this sub-bachelor level programme the following has SOUD2300 been informed by the Foundation Degree Qualification SOUD2301 Benchmark (FDQB), as well as QAA Subject SOUD2294 Benchmark(s): 32 SOUD2296 Criminology Benchmarks 26

Enter: “For this sub-bachelor level programme the following has been informed by the Foundation Degree Qualification Benchmark (FDQB), as well as QAA Subject Benchmark(s)” or “For this bachelor level programme the following has been guided by the QAA Honours Degree Subject Benchmark(s)” or “For this post-graduate taught level programme the following is guided by the QAA Master’s Degree Level Subject Benchmark(s)” 27 Insert benchmark(s) statement reference 28 List strategy/methods (i.e. lecs, tuts, guided ind study etc) 29 Refer to relevant numbered aim(s) or LO(s) [as appropriate] 30 List the range of assessments most relevant to test these 31 Insert the module code(s) that relate to these attributes/skills

Programme Quality Handbook 2015-16

Page 16 of 55

5.1 – 5.4 Psychology Benchmarks 5.5.1 – 5.5.5 Law Benchmarks 6.2 – 6.3 By the end of this level of this programme the students will be able to demonstrate for: A threshold pass: 40%

1,2,3,4,5

1,2,3,4,5,6,7

SOUD2297

Primary: Lectures, Seminars, Lectures, Seminars, Tutorials, Guided Tutorials, Guided Independent Study. Independent Study. Secondary/Supplementary: External Visits An exposition for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:

Given the nature of this proposed degree, subject knowledge and assessment will be embedded throughout the programme. All modules possibly excluding the Academic Skills Project will embed knowledge and understanding through various methods of teaching and levels of understanding will be clearly seen through various assessments that will take place. Key Transferable Skills: SOUD2291 For this sub-bachelor level programme the following has SOUD2300 been informed by the Foundation Degree Qualification SOUD2301 Benchmark (FDQB), as well as QAA Subject SOUD2294 Benchmark(s): 33 SOUD2296 Criminology Benchmarks SOUD2297 5.4 Psychology Benchmarks 5.5.5 Law Benchmarks 7.1 – 7.2 By the end of this level of this programme the students will be able to demonstrate for: A threshold pass: 40%

1,2,3,4,5

1,2,3,4,5,6,7

Primary: Lectures, Seminars, Lectures, Seminars, Tutorials, Guided Tutorials, Guided Independent Study. Independent Study. Secondary/Supplementary: External Visits An exposition for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:

Throughout this programme of study students will be equipped with skills that will certainly be transferable to the work place. Each module 32 33

Insert benchmark(s) statement reference Insert benchmark(s) statement reference

Programme Quality Handbook 2015-16

Page 17 of 55

taught will embed transferable skills through teaching and learning in some measure. Criminology, Psychology and Law will enable students to develop their skills which will include problem solving, organising working to deadlines, management and leadership, motivation, making decisions and research. Employment Related Skills: SOUD2291 For this sub-bachelor level programme the following has been informed by the Foundation Degree Qualification SOUD2300 Benchmark (FDQB), as well as QAA Subject SOUD2301 1,2,3,4,5 1,2,4,7 Benchmark(s): SOUD2294 34 Criminology Benchmarks SOUD2297 5.1 – 5.3 Psychology Benchmarks 5.5.1 – 5.5.5 Law Benchmarks 8.1 -8.2 By the end of this level of this programme the students will be able to demonstrate for: A threshold pass: 40%

Primary: Lectures, Seminars, Lectures, Seminars, Tutorials, Guided Tutorials, Guided Independent Study. Independent Study. Secondary/Supplementary: External Visits An exposition for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme: Throughout

this programme of study students will be equipped with skills that will certainly be transferable to the work place. Each module taught will embed transferable skills through teaching and learning in some measure. Criminology, Psychology and Law will enable students to develop their skills which will include problem solving, organising working to deadlines, management and leadership, motivation, making decisions and research. Employability and work skills are fully embedded into the modules through the skills learnt on the programme. Practical Skills: For this sub-bachelor level programme the following has been informed by the Foundation Degree Qualification Benchmark (FDQB), as well as QAA Subject Benchmark(s): 35 Criminology Benchmarks 5.1 – 5.3 34 35

1,2,3,4,5

1,2,4,7

Insert benchmark(s) statement reference Insert benchmark(s) statement reference

Programme Quality Handbook 2015-16

Page 18 of 55

SOUD2291 SOUD2300 SOUD2301 SOUD2294 SOUD2297

Psychology Benchmarks 5.5.1 – 5.5.5 Law Benchmarks 7.7.1 – 7.7.2 By the end of this level of this programme the students will be able to demonstrate for: A threshold pass: 40%

of study students will be equipped with skills that will certainly be transferable to the work place. Each module taught will embed transferable skills through teaching and learning in some measure. Criminology, Psychology and Law will enable students to develop their skills which will include problem solving, organising working to deadlines, management and leadership, motivation, making decisions and research. Employability and work skills are fully embedded into the modules through the skills learnt on the programme.

PS14.

Work Based/Related Learning

The provided table includes only a single line. This will need replicating to suit the number of WBL/WRL activities. To do this: highlight the un-shaded row above  right-click  ‘copy’  select the line immediately below the table  right-click  ‘paste – keep original formatting’ For users employing pre-2010 versions of MS Word the text entry box guidance will not be visible. Please see footnotes for guidance. WBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

Level: 4 WBL/WRL Activity:

Logistics

Prog Aim

Prog Intended LO

Optional placement for 2 days per week.

Liaise with placement officer to arrange appropriate placement. Make contact and

1,2,3,4,5

1,2,4,7

Programme Quality Handbook 2015-16

Page 19 of 55

Range of Assessments Essay, presentation, seminar, case studies.

Related Core Module(s) SOUD1342 SOUD1351 SOUD1352 SOUD1345

arrange interview. Attend placement

SOUD1347 SOUD1348

An exposition to explain this map: It is important that WBL or WRL is embedded into this degree due to the nature of it. Criminology and psychology are academic subjects that afford plenty of opportunity to embed work related learning. The Programme will encourage students to undertake voluntary employment during the duration of the course. This employment would take place within Torbay and surrounding area. A placement coordinator will work with those students wishing to undertake a voluntary placement, to ensure an appropriate and high quality placement is identified. The majority of Modules will certainly incorporate WRL whereby students will be taught a variety of academic and transferable skills for the work place. Assignments, tasks both informal and formal will also include a variety of tasks, using a variety of different methods which will benefit students when they enter the work place.

Level: 5 WBL/WRL Activity:

Logistics

Optional placement for 2 days per week.

Liaise with placement officer to arrange appropriate placement. Make contact and arrange interview. Attend placement

Prog Aim

1,2,3,4,5

Prog Intended LO

Range of Assessments

1,2,4,7

Essay, presentation, seminar, case studies.

Related Core Module(s) SOUD2291 SOUD2300 SOUD2301 SOUD2294 SOUD2296 SOUD2297

Programme Quality Handbook 2015-16

Page 20 of 55

3. Module Records SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD1342

MODULE TITLE: The Psychology of Offending Behaviour

CREDITS: 20

FHEQ Level: 4

JACS CODE: C800

PRE-REQUISITES: N/A

CO-REQUISITES: N/A

COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: This module will critically analyse different psychological approaches used to explain offending behaviour. Theoretical concepts and a range of research will be applied to explain behaviours such as stalking, aggression and sex offences. The role of mental health and psychopathy will also be considered in order to understand the physiological and psychological differences that may exist between offenders and non-offenders. ELEMENTS OF ASSESSMENT Use HESA KIS definitions] COURSEWORK C1 100% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Criminology & Psychology Professional body minimum pass mark requirement: N/A MODULE AIMS: 1. To evaluate explanations for offender behaviour including the role of genetics, moral reasoning, mental health and psychopathy. 2. To apply and evaluate Psychological and Criminological research to enhance understanding of theoretical concepts. 3. To apply psychological theory and research to explain offender behaviours such as stalking, aggression and sex offending. 4. To develop and utilise an understanding of specialist terminology to evaluate theory and research. 5. To reference from a range of Psychological / Criminological sources in Harvard style (using ‘cite them right’). ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Evaluate explanations for offender behaviour. 2. Apply and evaluate relevant psychological research. 3. Apply theory to explain stalking / aggression / sex offending. 4. Referencing a range of sources in Harvard style (using ‘cite them right’). DATE OF APPROVAL: DATE OF IMPLEMENTATION: DATE(S) OF APPROVED CHANGE:

04/2014 09/2014

FACULTY/OFFICE: Academic Partnerships SCHOOL/PARTNER: South Devon College TERM:

Autumn

Additional notes (for office use only):Click here to enter text. Programme Quality Handbook 2015-16

Page 21 of 55

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 104

MODULE LEADER: Jodie Culley

OTHER MODULE STAFF: Anna Heath

SUMMARY of MODULE CONTENT Psychological approaches to understanding offending:Biological, Learning, Developmental, Cognitive, Social Influence. Specific theories of offending relating to:Genetics, Moral Reasoning, Mental Health, Psychopathy. Theories applied to explain specific offences:Violent Crime, Sex Offences, Stalking.

Compone nt Weighting

Comment s include links to learning objectives

Compone nt Name

Course work

Element

Category

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Scheduled Lecturers/seminars 60 4 hours for 15 weeks Guided distance learning activities 35 Interactive learning activities, guided reading and facilitated forum discussion Guided independent study 105 Guided reading and self-directed study Total 200

Essay

50% Evaluation of at least two psychological explanations for offending, supported by research. (2000 words LO 1,2,4) 50% Application of at least two psychological theories to Total = explain the behaviour in a criminal case study. (20 mins - LO 2,3,4) 100%

C2 Presentation

Updated by: Jodie Culley

Date: 07/09/15

Approved by: Alastair Wilson

Date: 09/09/15

Recommended Texts and Sources: Books Blackburn, R. (1993). The Psychology of Criminal Conduct: Theory, Research and Practice. Chichester: Wiley (ISBN: 9780471961758). Gross, R.D. (Ed.) (2005). Psychology: The Science of Mind and Behaviour, (5th revised edition), London: Hodder and Stoughton (ISBN: 034079061X). Harrower, J. (1998). Applying Psychology to Crime. Oxon: Hodder Arnold. Kumar, P., & Tankha, G. (2008). Abnormal Psychology: Objective Type. India: Aavishkar Publishers (ISBN: 9788179102688). McGuire, J. (2004). Understanding Psychology and Crime: Perspectives on Theory and Action. Buckingham: Open University Press (ISBN: 0335211194). Pakes, F. and Pakes, S. (2009). Criminal Psychology. Cullompton: Willan Publishing. Programme Quality Handbook 2015-16

Page 22 of 55

Preece, E. (2012). Biological Psychology. Essex: Pearson. Putwain, D. Sammons, A. (2002). Psychology and Crime. Sussex: Routledge. Upton, P. (2010). Developmental Psychology. Essex: Pearson. Journal Articles Bandura, A., Ross, D., & Ross, S. A. (1961). Transmission of aggression through imitation of aggressive role models. Journal of Abnormal and Social Psychology, 66, 3-11. Cheswick, D. (1992) The Reed Report on Mentally Disordered Offenders. BMJ Volume 305: pages 1448 – 9. Dwyer, K. M., Fredstrom, B. K., Rubin, K. H., Booth-La Force, C., Rose-Krasnor, L. & Burgess, K. B. (2010). Attachment, social information processing, and friendship quality of early adolescent girls and boys. Journal of Social and Personal Relationships, 27(1), 91-116 Haney, C., Banks, W. C., & Zimbardo, P. G. (1973). A study of prisoners and guards in a simulated prison. Naval Research Review, 30, 4-17. Jaffee, S. R. Caspi, A. Moffitt, T. Dodge, K. A. Rutter, M. Taylor, A., & Tully, L. A. (2005). Nature × nurture: Genetic vulnerabilities interact with physical maltreatment to promote conduct problems. Dev Psychopathol, 17(1): 67–84.[Online]. Available at: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2768347/?report=classic. Accessed 28/08/14. Milgram, S. (1963). Behavioral study of obedience. Journal of Abnormal and Social Psychology, 67, 371-378. Moffitt, T. (1993). Adolescence-limited and life-course persistent antisocial behaviour: A developmental taxonomy. Psychological Review, 100, 674-701. Morrall, P. (2002). Madness, Murder and Media. A Realistic Critique of the Psychiatric Disciplines in Post-Liberal Society. {Online} Available at: http://www.critpsynet.freeuk.com/Morrall.htm (Accessed 03/09/14 - see archive) Palmer, E. & Hollin, C. (1998). A comparison of patterns of moral development in young offenders and non-offenders. Legal and Criminological Psychology, 3, 225-35. Raine, A., Buchsbaum, M., LaCasse, L. (1997). Brain abnormalities in murderers indicated by positron emission tomography. Biological Psychiatry, 42, 495-508. Stanbury, A., & Griffiths, M. (2007). Is obsessive love an addiction? Psychology Review, 12(3): 2-4. The Bradley Report (2009). Lord Bradley’s review of people with mental health problems or learning disabilities in the criminal justice system. Available at: http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/D H_098694 (Accessed 03/09/14 - see archive). Zuckerman, M. (1991). Psychobiology of Personality. Cambridge: Cambridge University Press. Websites Plymouth University Portal http://intranet.plymouth.ac.uk/

Programme Quality Handbook 2015-16

Page 23 of 55

SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD1351

MODULE TITLE: Introduction to Criminological Theory

CREDITS: 20

FHEQ Level: 4

JACS CODE: C800

PRE-REQUISITES: N/A

CO-REQUISITES: N/A

COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: Students will develop an in-depth understanding of criminological theories of offending and the extent to which crime happens. A range of theories, frameworks and paradigms will be explored and analysed to develop an understanding of the application of criminological principles to law enforcement and criminal justice agencies. ELEMENTS OF ASSESSMENT Use HESA KIS definitions] COURSEWORK PRACTICE C1 60% P1 40% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Criminology and Psychology Professional body minimum pass mark requirement: N/A MODULE AIMS: 1. Recognise the multi-disciplinary nature of criminology, to include the influence of sociology and psychology. 2. Understand the historical origins of criminology as a discipline and key criminological and sociological theories of crime and offending behaviour. 3. Review contemporary criminal justice policy and practice in relation to criminological and penal theory and research. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1) Identify, explain and analyse models of crime and criminal behaviour 2) Discuss classical and positivist theories of criminology 3) Analyse how criminological and penal theories influence policy and practice within the criminal justice system in England and Wales 4) Identify different forms of crime and methods for measuring and controlling crime DATE OF APPROVAL: DATE OF IMPLEMENTATION: DATE(S) OF APPROVED CHANGE:

04/2014 09/2014 .

FACULTY/OFFICE: Academic Partnerships SCHOOL/PARTNER: South Devon College TERM:

Autumn

Additional notes (for office use only):

Programme Quality Handbook 2015-16

Page 24 of 55

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 132

MODULE LEADER: Caroline Knight

OTHER MODULE STAFF: Joanne Jaremi

SUMMARY of MODULE CONTENT This module will introduce students to a range of issues and debates in the fields of crime, criminology and deviance. The module will develop the students' understanding of different models of crime and criminal behaviour. Students will engage with range of criminological and sociological theories of offending and criminal behaviour to effectively analyse how such theories have influenced contemporary practice within criminal justice.

Coursework

C1 Essay Seminar

Practice

Updated by: Jodie Culley

Commen ts include links to learning objective s

Compon ent Weightin g

Compon ent Name

Element

Category

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Scheduled 60 4 hours for 15 weeks Lectures/seminars/formative tutorials/student directed sessions Guided independent study 140 Guided reading and self-directed study Total 200

Total = Critical discussion of how criminological theories 100% apply to contemporary criminal justice (LO 1 and 3) (2500 words) Total = Attendance and participation in two seminars (45 100% minutes each), and submission of a seminar paper ( 500 words) relating to crime types, measurement of crime and criminological theories (LO 2 and 4) Date: 07/09/15

Approved by: Alastair Wilson

Date: 09/09/15

Recommended Texts and Sources: The following books are useful for an introduction to criminology and criminological studies and not specific to this module: Chamberlain, J.M. (2015) Criminological theory in context London: Sage Publications Limited Finch, E. and Fafinski, S. (2012) Criminology skills. Oxford: Oxford University Press Harrison, J., Simpson, M., Harrison, O. and Martin, E. (2012) Study skills for criminology. 2 nd edn. London: Sage Publications Limited. McLaughlin, E. and Muncie, J. (2013). The Sage dictionary of criminology. 3rd edn. London: Sage publications limited Treadwell, J. (2013) Criminology: The essentials. 2ndedn. London: Sage Publications Limited. Recommended text Brookman, F., Maguire, M., Pierpoint, H. and Bennett, T. (eds) (2010) Handbook on crime. Cullompton: Willan Publishing. Programme Quality Handbook 2015-16

Page 25 of 55

Hopkins Burke, R. (2014). An introduction to criminological theory. 4th edn. Oxon: Routledge. Jones, S. (2013). Criminology (5th edn), Oxford: Oxford University Press. Maguire, M., Morgan, R. and Reiner, R. (2012). The Oxford handbook of criminology (5th edn). Oxford: Oxford University Press. McLaughlin, E. and Muncie, J. (2013). Criminological perspectives. 3rd edn. London: Sage Publications Limited. Newburn, T. (2013). Criminology. 2nd edn. Abingdon: Routledge. Smith, P and Natalier, K. (2005). Understanding criminal justice. London: Sage Publications Limited. Tierney, J. (2010). Criminology: theory and context. 3rd edn. London: Longman. Journals The British Journal of criminology The internet journal of criminology http://www.internetjournalofcriminology.com/ Criminology and criminal justice http://crj.sagepub.com/ Criminal justice matters http:// www.tandfonline.com/ Theoretical criminology http://tcr.sagepub.com/ Policing: A journal of policy and practice http://policing.oxfordjournals.org/ The Police journal : Theory, practice and principles https://uk.sagepub.com/en-gb/eur/journal/police-journal Crime prevention and community safety journal www.palgrave-journals.com/cpcs/

Programme Quality Handbook 2015-16

Page 26 of 55

SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD1348

MODULE TITLE: Research Methods

CREDITS: 20

FHEQ Level: 4

JACS CODE: C800

PRE-REQUISITES: N/A

CO-REQUISITES: N/A

COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: This module introduces the rationale for scientific research in psychology in considering a range of research methodologies. Basic aspects of experimental design are covered and the use of SPSS computer based statistical analysis. This module also provides guidance in the writing of research reports. ELEMENTS OF ASSESSMENT Use HESA KIS definitions] COURSEWORK C1 100% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Criminology and Psychology Professional body minimum pass mark requirement: N/A MODULE AIMS:  Introduce the scientific rationale and practice of criminological and psychological research through active experience of the research process.  To introduce qualitative methods of research and data analysis.  To introduce skills of research design to implement experimental and non-experimental investigations.  To classify and organize data, using descriptive and inferential statistics, in order to answer research questions.  To introduce the capabilities, and use, of SPSS statistical computer software analysis. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Apply understanding of research design to implement a research project in accordance with ethical guidelines. 2. Interpret data using an appropriate method of analysis 3. Demonstrate an ability to write psychological reports in an appropriate format. DATE OF APPROVAL: DATE OF IMPLEMENTATION: DATE(S) OF APPROVED CHANGE:

04/2014 09/2014

FACULTY/OFFICE: Academic Partnerships SCHOOL/PARTNER: South Devon College TERM:

Spring

Additional notes (for office use only):-

Programme Quality Handbook 2015-16

Page 27 of 55

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 104

MODULE LEADER: Luke Goggins

OTHER MODULE STAFF: Issy Hallam

SUMMARY of MODULE CONTENT Psychology as science; hypothetico-deductive method; experimental methods; experimental design; hypotheses; sampling methods; independent/ dependent variables (control, measurement, operationalisation); BPS ethical guidelines; non-experimental methods (e.g. correlation, surveys, observation, case study); data representation; descriptive statistics; SPSS computer-based data analysis; non-parametric inferential statistics (e.g. Wilcoxon test, Mann-Whitney test. z-tests and ttests of means for single sample); correlation coefficients (e.g. Pearson's, Spearman's); issues of validity and reliability; conventions of report writing in psychology (e.g. APA). SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Scheduled 28 Presentations and simulations of research/ Lectures/seminars/formative statistical methods tutorials/student directed sessions

Total

200

Element

Research Project Coursework

Updated by: Jodie Culley

Date: 07/09/15

Commen ts include links to learning objective s

15 140

Fortnightly discussion groups of issues in research design/ practice One-to-one assignment guidance/ feedback

Compon ent Weightin g

Tutorial Self-directed/supported study

Compon ent Name

Category

Seminars/ Class Activities

100% 4000 word research report [LO1/ LO2/LO3/ Total = LO4] 100% Devise and conduct an appropriate research project following ethical guidelines. Approved by: Alastair Wilson

Date: 09/09/15

Recommended Texts and Sources: Beech, J.R. (2008) How to Write in Psychology: A Student Guide. Chichester: John Wiley & Sons. Bryman, A. (2012) Social Research Methods, 4th edition. Oxford: Oxford University Press. Coolican, H. (2009) Research Methods and Statistics in Psychology. (5th ed). London: Hodder and Stoughton. Crow, I. & Semmens, N. (2006) Researching Criminology. Maidenhead: McGraw-Hill. Davis, P., Francis, P. and Jupp, V. (2011) Doing Criminological Research (2nd ed). London: Sage. Field, A. (2009) Discovering Statistics Using SPSS. (3rd ed.). London: Sage. Forshaw, M. (2004) Your Undergraduate Psychology Project: A BPS guide. Oxford: BPS Blackwell. King, R.D. & Wincup, D. (Eds. 2008). Doing Research on Crime and Justice ( 2nd ed). Oxford: Oxford University Press. Noaks, L. & Wincup, E. (2004) Criminological Research: Understanding Qualitative Methods. Programme Quality Handbook 2015-16

Page 28 of 55

London: Sage. Pallant, J. (2010) SPSS Survival Manual: A Step By Step Guide To Data Analysis Using SPSS. (4th ed.). Maidenhead: OUP. Westmarland, L. (2011) Researching Crime and Justice: Tales from the field. Abingdon: Routledge. Additional Guidance for Learning Outcomes: To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards     

Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECTGUIDANCE/Pages/Subject-benchmark-statements.aspx SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-leveldescriptors-2010 (scroll to pdf link at bottom of page) Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law) QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/qualitycode/Pages/default.aspx

Programme Quality Handbook 2015-16

Page 29 of 55

SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD1352

MODULE TITLE: An Introduction to the Criminal Justice System in England and Wales

CREDITS: 20

FHEQ Level: 4

JACS CODE: M100

PRE-REQUISITES: N/A

CO-REQUISITES: N/A

COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: This module describes the roles and practices of the main criminal justice institutions in England and Wales and uses a basic framework to analyse these institutions and practices. It introduces students to the sentencing process, describing sentencing objectives and philosophy, sentencing options and sentencing patterns. ELEMENTS OF ASSESSMENT Use HESA KIS definitions] COURSEWORK C1 100% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Criminology & Psychology Professional body minimum pass mark requirement: N/A MODULE AIMS: 1. To identify and describe the roles and practices of the main criminal justice institutions in England and Wales. 2. To analyse the roles and practices of the main criminal justice institutions in England and Wales 3. To identify and evaluate the objectives and philosophy of the sentencing process. 4. To identify, analyse and evaluate sentencing options and patterns ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Describe the operation of the main criminal justice institutions in England & Wales and consider comparative elements 2. Discuss the sentencing process and sentencing structure of criminal justice in England & Wales 3. Analyse criminal justice institutions and sentencing in practice using an appropriate analytic framework and consider comparative elements DATE OF APPROVAL: DATE OF IMPLEMENTATION: DATE(S) OF APPROVED CHANGE:

04/2014 09/2014

FACULTY/OFFICE: Academic Partnerships SCHOOL/PARTNER: South Devon College TERM:

Spring

Additional notes (for office use only):Click here to enter text.

Programme Quality Handbook 2015-16

Page 30 of 55

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 130

MODULE LEADER: David Chambers-White

OTHER MODULE STAFF: Caroline Knight

SUMMARY of MODULE CONTENT This module will provide a comprehensive introductory picture of the current system of justice institutions and practice in England and Wales, looking at the following: frameworks for analysing criminal justice; community safety; policing; the CPS; the courts; the probation service; the prison service; sentencing philosophy and procedure; community punishment; custodial sentencing; patterns of sentencing between different geographical areas and social groups; youth sentences.

Assignment

50% Choose one of the following: 1. ‘Crime prevention is the not the responsibility of the state, but the responsibility of each individual’. Discuss this statement 2. To what extent do you agree with the following statement? ‘Due process should always be more important than crime control’. 3. Cavadino and Dignan (2002) argue that the prison crisis in England and Wales is due to the fact that we use custodial sentences where they are not needed. Discuss their statement 50% (2000 words) 50% Total Choose one of the following: = 1. Describe and evaluate the appeals process. Is 100% it effective? 2. The use of community penalties should be extended. Discuss 3. Is the government right to enhance the sentencing powers of magistrates? If so, why? 4. With reference to the theories discussed in the course, consider the purpose of the criminal justice system.

C1 Assignment

Comments include links to learning objectives

Componen t Weighting

Coursework

Componen t Name

Element

Category

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Scheduled 60 4 hours per week for 15 weeks Lectures/seminars/formative tutorials/student directed sessions Scheduled Related visits 35 Optional 4 day overseas / European trip with additional trips and visits throughout the year. Fees for trips to be paid by students. Guided independent study 105 Directed weekly reading, Moodle based tasks, and assessment development/revision Total 200

Programme Quality Handbook 2015-16

Page 31 of 55

Updated by: Jodie Culley

Date: 07/09/15

Approved by: Alastair Wilson

Date: 09/09/15

Recommended Texts and Sources: Barton, A. & Johns, N. (2012). The Policy Making Process in the Criminal Justice System. Routledge Cavadino, M. & Dignan, J. (2007) The Penal System: An Introduction. Sage. Davies, M. Croall, H. & Tyrer, J. (2005) Criminal Justice: An Introduction to the Criminal Justice System in England and Wales Third Edition. Harlow: Longman Hucklesby, A. & Wahidin, A. (eds) (2009) Criminal Justice. Oxford University Press Joyce, P. (2006). Criminal Justice: An Introduction to Crime and the Criminal Justice System. Cullompton: Willian. Maguire, M., Morgan, R. & Reiner, R. (2007) Oxford Handbook of Criminology. Oxford: Oxford University Press Newburn, T. (2003). Crime and Criminal Justice Policy. Harlow, UK: Longman Newburn, T. (2007) Criminology Cullompton: Willan Sanders, A., Young, R. & Burton, M. (2010). Criminal Justice. Oxford: OUP

Programme Quality Handbook 2015-16

Page 32 of 55

SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD1345

MODULE TITLE: Crime, Criminology and Society

CREDITS: 20

FHEQ Level: 4

JACS CODE: C800

PRE-REQUISITES: None

CO-REQUISITES: None

COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: This module will explore crime and criminal behaviour in historical and societal context, with a specific focus on assessing the links with social inequalities, disadvantage and gender. The module will also examine the political aspect of crime, focusing on social and cultural attitudes. The impact of policing upon crime and criminal behaviour will be included within the scope of this module. ELEMENTS OF ASSESSMENT Use HESA KIS definitions] COURSEWORK PRACTICE C1 80% P1 20% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Criminology and Psychology Professional body minimum pass mark requirement: N/A MODULE AIMS: This module aims to introduce concepts of criminal justice and applied frameworks of justice and enable students to describe the processes and practices of criminal justice in relation to the individual within wider contexts. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Demonstrate factual and critical knowledge of theories and research to the concept of crime and criminal behaviour in England and Wales, within historical and contemporary context. 2. Critically discuss criminological studies of crime and social inequality within contemporary society. 3. Critically evaluate the relationship between societal attitudes and reactions to crime, and the subsequent political responses to deal with specific crime issues. 4. Analyse the impact and effectiveness of policing methods to address crime. DATE OF APPROVAL: DATE OF IMPLEMENTATION: DATE(S) OF APPROVED CHANGE:

04/2014 09/2014

FACULTY/OFFICE: Academic Partnerships SCHOOL/PARTNER: Click here to enter text. TERM:

Spring

Additional notes (for office use only):

Programme Quality Handbook 2015-16

Page 33 of 55

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 132

MODULE LEADER: Caroline Knight

OTHER MODULE STAFF: Joanne Jaremi

SUMMARY of MODULE CONTENT To provide a critical overview of the historical origins and main theories of crime and criminal behaviour within England and Wales. To evaluate the links between social inequality, disadvantage, gender and crime. Whilst also examining differing political responses to criminal behaviour, together with societal perceptions and reactions towards types of crime.

Essay Coursework

Practice

Updated by: Jodie Culley

Presentation

Date: 07/09/15

Commen ts include links to learning objective s

Compon ent Weightin g

Compon ent Name

Element

Category

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Scheduled 60 4 hours for 15 weeks Lectures/seminars/formative tutorials/student directed sessions Guided distance learning activities 40 Interactive learning activities and guided reading Guided independent study 100 Guided reading and self-directed study Total 200

100% 3000 word essay to examine crime and criminal behaviour in historical and societal context. Analyse links with social inequalities, disadvantage and gender. .(LO 1,2 ,3) 100% 15 minute presentation. Analyse the impact of policing on crime. (LO 4 ) Approved by: Alastair Wilson

Date: 09/09/15

Recommended Texts and Sources: Barkan, S.E. (2009) Criminology : A sociological understanding . 4th edn. Upper Saddle River, NJ: Pearson Prentice Hall. Blake, C. (2010) Policing and criminal justice. Exeter: Learning Matters. Brookman, F., Maguire, M., Pierpoint, H. and Bennett, T. (eds) (2010) Handbook on Crime. Cullumpton: Willan Publishing. Croall, H. (2011) Crime and Society in Britain. 2nd edn. Harlow: Pearson Education Limited. Downes, D.M. and Rock, P.E. (2007) Understanding deviance: a guide to the sociology of crime and rule-breaking. 5th edn. Oxford: Oxford University Press. Hale, C., K. Hayward, et al. (2009). Criminology, 2nd edn. Oxford University Press. Jones, S. (2009). Criminology .4th edn. Oxford University Press. Maguire, M., Morgan, R. and Reiner, R. (2007) The Oxford handbook of criminology 4th edn. Oxford: Oxford University Press. Maguire, M., Morgan, R. and Reiner, R. (2012). The Oxford Handbook of Criminology 5th edn. Oxford: OUP. McLaughlin, E., J. Muncie, et al. (eds) (2003). Criminological Perspectives. London: Sage Programme Quality Handbook 2015-16

Page 34 of 55

Publications limited McLaughlin, E. and Muncie, J. (2013). The Sage Dictionary of Criminology. 3rd edn. London: Sage. Newburn, T. (2013). Criminology. 2nd edn. Cullompton: Willan Publishing (ISBN: 1843922843). Pakes, F. and Winstone, J. (2007). Psychology and Crime: Understanding and tackling offending behaviour. Cullompton: Willan Publishing. Tierney, J. (2010). Criminology: Theory and Context. 3rd edn. London: Longman Treadwell, J. (2012) Criminology. 2nd edn. London: Sage Publications Limited Walklate, S. (2007) Understanding criminology: Current theoretical debates . 3rd edn. Maidenhead: Open University Press.

Programme Quality Handbook 2015-16

Page 35 of 55

SECTION A: DEFINITIVE MODULE RECORD. MODULE TITLE: Cognitive and Physiological Psychology

MODULE CODE: SOUD1347 CREDITS: 20

FHEQ Level: 4

JACS CODE: C800

PRE-REQUISITES: N/A

CO-REQUISITES: N/A

COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: The module is designed to introduce the assumptions, theories, methods, research of cognitive and physiological psychology. The physiological component introduces the influence of biological processes on behaviour. The cognitive component introduces topic areas of memory, attention, perception and problem solving. ELEMENTS OF ASSESSMENT Use HESA KIS definitions] WRITTEN EXAMINATION COURSEWORK T1 (in-class test) 50% C1 50% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Psychology and Sociology Professional body minimum pass mark requirement: N/A MODULE AIMS:  To provide an introduction to the breadth of psychological theory and research that may be applied to explain human and non-human animal behaviour.  To introduce the area of Cognitive Psychology through consideration of the assumptions, theories, research and methods associated with the psychological study of human thought processes.  To introduce the area of Physiological Psychology through consideration of biological processes and research methods relevant to psychology topic areas. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Describe biological processes that may influence behaviour 2. Summarise, using research examples, methods used to study the influence of biological processes on behaviour. 3. Outline classic and recent studies in cognitive psychology and understand the theoretical concepts to which they relate. DATE OF APPROVAL: DATE OF IMPLEMENTATION: DATE(S) OF APPROVED CHANGE:

04/2014 09/2014

FACULTY/OFFICE: Academic Partnerships SCHOOL/PARTNER: South Devon College TERM:

Autumn

Additional notes (for office use only):Click here to enter text.

Programme Quality Handbook 2015-16

Page 36 of 55

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 104

MODULE LEADER: Isabel Hallam

OTHER MODULE STAFF: Jodie Culley

SUMMARY of MODULE CONTENT The physiological section of the module will provide an introduction to the structure and function of the brain and the subsequent impact this has on behaviour. Content will include:Nervous System & Neuronal Activity, Sensory Systems, Endocrine System, Language, Sleep & Stress. The cognitive section of the module will cover theories of memory and forgetting and their application to understanding issues with eyewitness testimony. Content will include:Multi-store model of memory, Levels of processing model of memory, Reconstructive model of memory, Post-event information, Leading questions, Cue-dependent theory of forgetting Decay, displacement & repression, Applying cognitive theory to explain errors in eyewitness testimony.

Coursework Written exam Updated by: Jodie Culley

Physiological C1 Psychology Poster Presentation Cognitive Psychology T1 In Class Test Date: 07/09/15

Comments include links to learning objectives

Compone nt Weighting

Compone nt Name

Element

Category

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lectures 20 Presentations of concepts / studies Seminars/ Class Activities 40 Discussion of key articles / class activities Self-directed/supported study 140 Total 200

50% Max 10 mins 1000 words on poster [LO1/LO2] 50% 120 minute formal in-class test [LO3]

Approved by: Alastair Wilson

Date: 09/09/15

Recommended Texts and Sources Books Ashworth, A. Redmayne, M. (2005). The Criminal Process: Third Ed. New York: Oxford University Press. Canter, D. (2010). Forensic Psychology. Oxford: Oxford University Press. Carlson, N.R. Buskist, W. Martin, G. N. (2000). Psychology the Science of Mind and Behaviour: European Adaptation. Essex: Pearson Education. Gross, R. (2005). Psychology the Science of Mind and Behaviour: 7th Ed. London: Hodder Arnold. Malim, T. Birch, A. (1998). Introductory Psychology. London: Macmillan Press.

Programme Quality Handbook 2015-16

Page 37 of 55

Milne, R. Bull, R. (1999). Investigative Interviewing: Psychology and Practice. Chichester: Wiley. Eysenck, M. W., & Keane, M.T. (2010). Cognitive Psychology: A Student’s Handbook. (6th ed.). Hove: Psychology Press. Carlson, N.R. (2012). Physiology of Behaviour. (11th ed.). Pearson. Hayward, S. (1997). Biopsychology: Physiological Psychology. Hampshire: Macmillan. McIlveen, R. Gross, R. (1996). Biopsychology. Wiltshire: Hodder & Stoughton.

Journals Applied Cognitive Psychology Behavioural Sciences and the Law British Journal of Psychology Cognition Europe’s Journal of Applied Psychology Journal of Applied Psychology Journal of Experimental Psychology Journal of Learning and Verbal Behaviour Memory Memory and Cognition Psychological Review Psychological Review Psychology CrimeLaw The Psychology of Learning and Motivation

Programme Quality Handbook 2015-16

Page 38 of 55

SECTION A: DEFINITIVE MODULE RECORD. MODULE TITLE: Methods of Detection and Offender Profiling

MODULE CODE: SOUD2291 CREDITS: 20

FHEQ Level: 5

JACS CODE: C800

PRE-REQUISITES: N/A

CO-REQUISITES: N/A

COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: This module will begin by explaining the purposes of detection and criminal profiling methods. Based on the assumption that there is a link between demographic characteristics and offending, this will include the need to link crimes to suspects, the importance of assessing risk and the ability to predict or prevent re-offending. Methods will then be introduced and applied to explain how arsonists, rapists, and serial murderers can be detected and profiled. ELEMENTS OF ASSESSMENT Use HESA KIS definitions] COURSEWORK PRACTICE C1 70% P1 30% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Criminology and Psychology Professional body minimum pass mark requirement: N/A MODULE AIMS: 1. Identify a range of criminal profiling methods and discuss the purpose of detection. 2. Critically evaluate a range of methods including DNA and forensic evidence, the use of databases to provide statistical information, the use of socio-psychological (behavioural) methods, such as typologies and the use of geographical profiling. 3. Apply relevant methods to produce a criminal profile for a case study involving arson, rape or serial murder. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Explain the purpose of detection and criminal profiling methods. 2. Critically evaluate a range of methods. 3. Apply relevant methods to produce a criminal profile. 4. Critically analyse the usefulness of criminal profiling within the criminal justice system DATE OF APPROVAL: DATE OF IMPLEMENTATION: DATE(S) OF APPROVED CHANGE:

04/2014 09/2015

FACULTY/OFFICE: Academic Partnerships SCHOOL/PARTNER: South Devon College TERM:

Autumn

Additional notes (for office use only):

Programme Quality Handbook 2015-16

Page 39 of 55

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 104

MODULE LEADER: Anna Heath

OTHER MODULE STAFF: Jodie Culley

SUMMARY of MODULE CONTENT Students will be introduced to the purpose of detection and criminal profiling methods, such as a need to link crimes to suspects, the importance of assessing risk and the ability to predict or prevent re-offending. Methods will then be introduced and applied to explain how arsonists, rapists, and serial murderers can be detected and profiled. Methods will include DNA and forensic evidence, the use of databases to provide statistical information, the use of socio-psychological (behavioural) methods such as typologies and the use of geographical profiling.

Coursework Practice Updated by: Jodie Culley

C1 Report

Presentation

Comment s include links to learning objectives

Compone nt Weighting

Compone nt Name

Element

Category

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Scheduled 45 3 hours for 15 weeks Lectures/seminars/formative tutorials/student directed sessions Guided distance learning activities 35 Interactive learning activities, guided reading and facilitated forum discussion Guided independent study 120 Guided reading and self-directed study Total 200

Total = A report explaining and critically evaluating at least 100% two methods of criminal profiling. 3,000 words (LO 2, 3, 4). Total = A presentation to explain the purpose of detection 100% and criminal profiling methods. (LO 1).

Date: 07/09/15

Approved by: Alastair Wilson

Date: 09/09/15

Recommended Texts and Sources: Ainsworth, P. B. (2001). Offender profiling and crime analysis. Devon: Willan Publishing. Alison, L., Bennell, C., Mokros, A., & Ormerod, D. (2002). The personality paradox in offender profiling: A theoretical review of the processes involved in deriving background characteristics from crime scene actions. Psychology, Public Policy and Law, 8, 115-135. Canter, D. (2008). Criminal psychology. London: Hodder Education Howitt, D. (2011). Introduction to forensic and criminal psychology. (4th edition). Pearson Kocsis, R. N. (2009). Applied criminal psychology: a guide to forensic behavioral sciences. Illinois: Charles C Thomas Publisher. O'Toole, M. E. (2004). Pro-filers: Leading investigators take you inside the criminal mind. New York: Amherst, NY US: Prometheus Books. Turvey, B. E. (2002). Criminal Profiling, 4th Edition An Introduction to Behavioral Evidence Analysis. California: Elseiver Science Ltd. Programme Quality Handbook 2015-16

Page 40 of 55

Journals: Journal of Investigative Psychology and Offender Profiling Journal of Interpersonal Violence Psychology, Public Policy and Law

Programme Quality Handbook 2015-16

Page 41 of 55

-SECTION A: DEFINITIVE MODULE RECORD. MODULE TITLE: Social, Developmental, Clinical and Learning Psychology

MODULE CODE: SOUD2296 CREDITS: 20

FHEQ Level: 5

JACS CODE: C800

PRE-REQUISITES: N/A

CO-REQUISITES: N/A

COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: This module enables students to extend descriptive material presented in year 1 and develop a greater depth of understanding by encouraging a critical awareness of theory, research, practical application as applied to learning, clinical, social and developmental psychology. ELEMENTS OF ASSESSMENT Use HESA KIS definitions] WRITTEN EXAMINATION COURSEWORK T1 (in-class test) 50% C1 50% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Criminology and Psychology Professional body minimum pass mark requirement: N/A MODULE AIMS:  To develop an in-depth critical understanding of explanations of human behaviour in the four topic areas: explanations of social influence in social psychology; treatment of psychological disorders in clinical psychology; the development of gender identity; the psychology of learning in the context of development and clinical psychology.  To extend an understanding of the importance and impact of ethical issues in psychological research and practice. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Evaluate the appropriateness and effectiveness of treatments of psychological disorders. 2. Critically discuss different theories of the development of gender identity. 3. Evaluate theoretical explanations of social influence and their application. 4. Assess psychological research and practice in relation to ethical codes of conduct DATE OF APPROVAL: DATE OF IMPLEMENTATION: DATE(S) OF APPROVED CHANGE:

04/2014 09/2015

FACULTY/OFFICE: Academic Partnerships SCHOOL/PARTNER: South Devon College TERM:

Autumn

Additional notes (for office use only):

Programme Quality Handbook 2015-16

Page 42 of 55

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 104

MODULE LEADER: Melanie Simons

OTHER MODULE STAFF: Jodie Culley

SUMMARY of MODULE CONTENT Treatments of psychological disorders: learning (aversion therapy, systematic desensitisation, flooding, token economy, ABA, BAT); biological (e.g. drug therapy, ECT, psychosurgery); psychological (CBT, psychodynamic, TA). Gender development: gender schema, social-cognitive theory, biological influences (e.g. hormones, chromosomal abnormality), gender dysphoria, intersex; issues in developmental psychology (e.g. nature-nurture, idiographic-normative, continuous-discontinuous). Social influence: types; theories of obedience (e.g. agency); minority influence (e.g. behavioural style); conformity (e.g. normative/ informational); self-fulfilling prophecy; persuasion. Ethics: APA/ BPS guidelines human/ non-human animal; cost-benefit analyses; socially sensitive research.

Coursework

Updated by: Jodie Culley

Clinical and Developmental Social Essay

Date: 07/09/15

Commen ts include links to learning objective s

Compon ent Weightin g

Element

Written exam

Compon ent Name

Category

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lectures 25 Presentations of concepts/ theory/research Seminars/ Class Activities 15 Fortnightly discussion groups of key articles/ papers Tutorial 5 One-to-one assignment guidance/ feedback Self-directed/supported study 155 Total 200

Total = 120 minutes exam [LO1/ LO4] 100% Total = 2000 word essay [LO2/ LO3] 100% Approved by: Alastair Wilson

Date: 09/09/15

Recommended Texts and Sources: Davey, G. (2008). Psychopathology: Research, Assessment and Treatment in Clinical Psychology. BPS Blackwell. Hogg, M.A., & Vaughan, G.M. (2010). Social Psychology. (6th ed.). London: Prentice Hall. Kring, A., Johnson S., Davison, G.C., & Neale, J.M. (2012). Abnormal Psychology. (12th ed.). Chichester: John Wiley & Sons. Owen Blakemore, J. E., Berenbaum, S. A., & Liben, L. S. (2008). Gender Development. Hove: Psychology Press Smith, P.K., Cowie, H., & Blades, M. (2011). Understanding Childrenâ&#x20AC;&#x2122;s Development. (5th ed.). Chichester: John Wiley & Sons

Programme Quality Handbook 2015-16

Page 43 of 55

SECTION A: DEFINITIVE MODULE RECORD. MODULE TITLE: Criminological and Penal Theory

MODULE CODE: SOUD2300 CREDITS: 20

FHEQ Level: 5

JACS CODE: C800

PRE-REQUISITES: N/A

CO-REQUISITES: N/A

COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: This module will begin with a review of the historical origins that have shaped the contemporary penal system, focussing upon key theories relating to punishment and contemporary penal policies and practices. The module will analyse and evaluate the frameworks that purport to examine desistance and reducing reoffending behaviour. Social issues affecting penal policy, such as gender and socioeconomic status, will be included within the scope of this module. ELEMENTS OF ASSESSMENT Use HESA KIS definitions] COURSEWORK PRACTICE C1 80% P1 20% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Criminology and Psychology Professional body minimum pass mark requirement: N/A MODULE AIMS: 1. To provide a critical overview of the historical origins and main theories of crime and punishment that have shaped and underpinned contemporary criminal justice and penal policies. 2. To analyse current criminological frameworks and evaluate their use in explaining desistance and the measures currently in place to reduce reoffending behaviour. 3. To critically examine the interrelationship between criminological and penal theory, politics and socio-economical issues. 4. To critically evaluate the effect of contemporary political, social and criminological thought on penal policy and practice. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Demonstrate factual and critical knowledge of criminological and penal theories. 2. Critically discuss how criminological theories of crime and punishment underpin contemporary criminal justice and penal policy and practice. 3. Synthesise the interrelationship between contemporary political, social and criminological ideas and their impact upon penal policy and practice. 4. Analyse and critically evaluate current criminological frameworks in relation to their effectiveness in explaining how and why criminal offenders stop their offending behaviour. DATE OF APPROVAL: DATE OF IMPLEMENTATION: DATE(S) OF APPROVED CHANGE:

04/2014 09/2015

FACULTY/OFFICE: Academic Partnerships SCHOOL/PARTNER: South Devon College TERM:

Autumn

Additional notes (for office use only):Click here to enter text. Programme Quality Handbook 2015-16

Page 44 of 55

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 132

MODULE LEADER: Joanne Jaremi

OTHER MODULE STAFF: Anna Heath

SUMMARY of MODULE CONTENT To understand the early origins of the penitentiary and how criminological knowledge around penal systems and policy has been developed; including surveillance in the digital age and how Benthamâ&#x20AC;&#x2122;s concept of the Panoptican prison has been developed in suit with advances in technology in contemporary society. To examine and understand criminal justice frameworks and the links between politics, socio-economic status and criminological theory, and to be able to apply this to penal policy and practice in England and Wales. Examine different forms of punishment, including punishment in the community, and how the concept and purpose of punishment has developed over time.

Essay Coursework

Presentation Practice

Updated by: Jodie Culley

Comment s include links to learning objectives

Compone nt Weighting

Compone nt Name

Element

Category

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Scheduled 45 3 hours for 15 weeks Lectures/seminars/formative tutorials/student directed sessions Guided distance learning activities 35 Interactive learning activities, guided reading Guided independent study 120 Guided reading and self-directed study Total 200

Total = An essay analysing and critically evaluating 100% criminological frameworks used in England and Wales; taking into consideration political, social and criminological ideas and their impact upon penal policy and practice. (2500 words) (LO 3, 4) Total = A presentation on criminological and penal theories 100% and how they underpin contemporary criminal justice and penal policy and practice. (15 minutes) (LO 1 and 2)

Date: 07/09/15

Approved by: Alastair Wilson

Date: 09/09/15

Recommended Texts and Sources: Barkan, S.E. (2009) Criminology : A sociological understanding (4th edn). Upper Saddle River, NJ: Pearson Prentice Hall. Blake, C. (2010) Policing and criminal justice. Exeter: Learning Matters. Brookman, F., Maguire, M., Pierpoint, H. & Bennett, T. (eds) (2010) Handbook on Crime, Willan Publishing. Cavadino, M. & Dignan, J. (2013) The Penal System: An Introduction, Edition 4, London: Sage. Coyle, A (2005). Understanding Prisons: Key Issues in policy and practice. Maidenhead: OUP. Croall, H. (2011) Crime and Society in Britain, 2nd edition, Pearson Education Limited. Programme Quality Handbook 2015-16

Page 45 of 55

Downes, D.M. and Rock, P.E. (2007) Understanding deviance: a guide to the sociology of crime and rule-breaking (5th edn). Oxford: Oxford University Press. Firth, L. (2007) Crime and anti-social behaviour. Cambridge: Independence. (Issues, v. 137). Hale, C., K. Hayward, et al. (2009). Criminology, 2nd edition, Oxford University Press. Hopkins Burke (2011) Criminal Justice Theories: An Introduction. Oxford: Routledge. Jewkes, Y. (2007) (eds.) Handbook on Prisons. Cullompton: Willan. Jones, S. (2009). Criminology (4th edition), Oxford University Press. Lilly, J.R., Cullen, F.T. and Ball, R.A. (2007) Criminological theory: Context and consequences (4th edn). London: SAGE Lynch, M. J. and Michalowski, R. J. (2006) A primer in radical criminology: Critical perspectives on crime, power, and identity. 4th ed. Monsey, NY: Criminal Justice Press. Maguire, M., Morgan, R. and Reiner, R. (2007) The Oxford handbook of criminology (4th edn). Oxford: Oxford University Press. Maguire, M., Morgan, R. and Reiner, R. (2012). The Oxford Handbook of Criminology (5th edition). Oxford: OUP. McLaughlin, E. and Muncie, J. (2001) Controlling Crime (2nd edn). London: SAGE McLaughlin, E., J. Muncie, et al., Eds. (2003). Criminological Perspectives. London, Sage. McLaughlin, E. and Muncie, J. (2013). The Sage Dictionary of Criminology (3rd edition). London: Sage. Newburn, T. (2007). Criminology. Cullompton: Willan Publishing (ISBN: 1843922843). Pakes, F. and Winstone, J. (2007). Psychology and Crime: Understanding and tackling offending behaviour. Collompton: Willan Publishing. Reiman, J. and Leighton, P. (2009) The rich get richer and the poor get prison. 9th ed. Upper Saddle River, NJ: Prentice Hall. Roberts, J. V. and von Hirsch, A. (2010) (eds.). Previous Convictions at Sentencing: Theoretical and Applied Perspectives. Oxford, Hart Publishing. Scott, D. (2008) Penology. London: Sage. Swale, J. (2007) Sociology of crime and deviance. Deddington: Philip Allan Tierney, J. (2010). Criminology: Theory and Context. London: Longman (3rd edition). Treadwell, J. (2012) Criminology (2nd edn). London: SAGE von Hirsch, A., Garland, D. and Wakefield, A. (2000) (eds). Ethical and Social Perspectives on Situational Crime Prevention, Oxford: Hart Publishing. von Hirsch, A. and Simester, A.P. (eds). (2006) Incivilities: Regulating Offensive Behaviour, Oxford, Hart Publishing. Walklate, S. (2007) Understanding criminology: Current theoretical debates (3rd edn). Maidenhead: Open University Press. Williams, K. (2008). Textbook on Criminology (6Th edition), Oxford University Press. White, R. and Haines, F. (2004) Crime and criminology: An Introduction (3rd edn). Oxford: Oxford University Press. Whitehead P. (2010) Exploring Modern Probation. Bristol: Policy Press Journals Criminology British Journal of Criminology Theoretical Criminology

Programme Quality Handbook 2015-16

Page 46 of 55

SECTION A: DEFINITIVE MODULE RECORD. MODULE TITLE: Youth Justice, Restorative Justice and Victims of Crime

MODULE CODE: SOUD2301 CREDITS: 20

FHEQ Level: 5

JACS CODE: C800

PRE-REQUISITES: N/A

CO-REQUISITES: N/A

COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: Youth Justice, Restorative Justice and Victims of Crime will assess the key socio-political issues and debates which have shaped youth justice in modern Britain. Within this module students will also engage with a range of research focussing upon reactions to crime, with specific focus upon restorative justice and how the government are working towards bringing victims and witnesses of crime to the centre of the criminal justice process. ELEMENTS OF ASSESSMENT Use HESA KIS definitions] COURSEWORK PRACTICE C1 50% P1 50% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Criminology and Psychology Professional body minimum pass mark requirement: N/A MODULE AIMS:  To provide a critical overview of youth justice systems, policy and practice.  To analyse the concept of restorative justice as a means for responding to crime within youth justice and mainstream criminal justice systems in England and Wales.  To critically examine a range of cross-cultural case studies relating to youth crimes in terms of societal perceptions, criminal justice reactions and political responses.  To critically evaluate how different international criminal justice systems deal with issues of youth crime.  To explore the psychological, emotional and social impact that crime has upon victims and witnesses. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Demonstrate factual and critical knowledge of restorative and youth justice systems and practices. 2. Analyse and critically evaluate different criminal justice processes and approaches in dealing with young offenders. 3. Critically discuss how restorative justice aims to bring victims and witnesses to the centre of the criminal justice process. 4. Analyse the effectiveness of restorative justice in reducing recidivism and empowering victims in the aftermath of a crime. DATE OF APPROVAL: 04/2014 DATE OF IMPLEMENTATION: 09/2015 DATE(S) OF APPROVED CHANGE:

FACULTY/OFFICE: Academic Partnerships SCHOOL/PARTNER: South Devon College TERM: Spring

Additional notes (for office use only): Programme Quality Handbook 2015-16

Page 47 of 55

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/2016

NATIONAL COST CENTRE: 130

MODULE LEADER: Caroline Knight

OTHER MODULE STAFF:

SUMMARY of MODULE CONTENT To review international youth crime case studies in order to analyse the responses of various criminal justice systems in terms of dealing with young offenders. To develop a comprehensive knowledge of institutional processes, the purpose of community reparation, and therapeutic approaches aimed at encouraging desistance from crime. Students will discuss and reflect upon their own perceptions of crime and how this has affected them psychologically, emotionally and socially.

Essay Coursework

Presentation Practice

Updated by: Jodie Culley

Commen ts include links to learning objective s

Compon ent Weightin g

Compon ent Name

Element

Category

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Scheduled 45 3 hours for 15 weeks Lectures/seminars/formative tutorials/student directed sessions Guided independent study 155 Guided reading and self-directed study Total 200

Total = A 1500 word essay which critically discusses 100% different criminal justice processes and approaches to dealing with young offenders; with specific attention paid to the implementation of restorative justice within youth justice. (LO1 and LO2) Total = A 15 minute presentation which explores and 100% critically discusses how effective restorative justice is in terms of reducing recidivism and empowering victims and witnesses in the aftermath of a crime. (LO3 and LO4)

Date: 07/09/15

Approved by: Alastair Wilson

Date: 09/09/15

Recommended Texts and Sources: Cornwell, D. J. (2014) Mercy: A restorative philosophy. Hook: Waterside press Cox, S. C., Allen, J.M., Hanser, R.D and Conrad, J.J. (2014) Juvenile justice: A guide to theory, policy and practice. 8th edn. London: Sage publications limited Davies, P., Francis, P. and Greer, C. (eds.) (2008) Victims, crime and society. London: Sage Publications Limited Feld, B.C. and Bishop, D.M. (eds) (2012) The Oxford handbook of juvenile crime and juvenile justice. New York: Oxford university press Goldson, B. and Muncie, J. (eds) (2015) Youth crime and justice. London: Sage publications limited Loeber. R. and Farrington. D.P. (eds.) (2012) From juvenile delinquency to adult crime: criminal Programme Quality Handbook 2015-16

Page 48 of 55

careers, justice policy and prevention. New York: Oxford university press Maguire, M. Morgan, R. and Reiner, R. (eds.) (2012) The Oxford handbook of criminology 5th edn. Oxford: Oxford university press Pickford, J. and Dugmore, P. (2012) Youth Justice and social work. London: learning Matters Robinson, A. (2014) Foundations for youth justice: positive approaches to practice. Bristol: Policy press Shapland, J., Robinson, G and Sorsby, A. (2011) Restorative justice in practice: Evaluating what works for victims and offenders. Cullompton: Willan Publishing Smith, R. (2014) Youth justice: Ideas, policy and practice. 2nd edn. Oxon: Routledge Stephenson, M., Brown, S. and Giller, H. (2010) Effective practice in youth justice. (2nd edn) London: Routledge Tonry, M. and Doob, A.N. (eds.) (2004) Crime and justice, Volume 31: Youth crime and comparative national perspectives (crime and justice: A review of review). Chicago: University of Chicago press Journals British journal of sociology http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1468-4446 British journal of criminology http://www.bjc.oxfordjournals.org/ International review of victimology http://www.irv.sagepub.com/ Journal of youth studies www.tandfonline.com Internet journal of restorative justice http://www.rj4all.info/ Probation journal www.prb.sagepub.com/ The International journal of childrenâ&#x20AC;&#x2122;s rights. http://www.booksandjournals.brillonline.com/content/journals/15718182 The Prison journal http://www.tpj.sagepub.com/ Youth Justice, an international journal http://yjj.sagepub.com/

Programme Quality Handbook 2015-16

Page 49 of 55

SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD2297

MODULE TITLE: Individual differences and research methods

CREDITS: 20

FHEQ Level: 5

JACS CODE: C800

PRE-REQUISITES: N/A

CO-REQUISITES: N/A

COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: This module examines theories of individual differences and how instruments for measuring ability and personality are constructed and used. Students will construct their own scale and use this within a research study. It will also provide experience of translating research questions into research proposals in the context of a literature review. This module will act as preparation for your dissertation at level 6 should you wish to top up. ELEMENTS OF ASSESSMENT Use HESA KIS definitions] COURSEWORK C1 100% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Criminology and Psychology Professional body minimum pass mark requirement: N/A MODULE AIMS:  This module enables students to investigate key issues and approaches to the study of personality and intelligence, and their relevance to applied settings.  To present the concepts and principles of psychometrics and explain how these impact on the selection and interpretation of tests.  To develop an understanding of the way criminological, sociological and psychological tests and scales are constructed and used.  To consolidate and extend competence in research design, and provide experience of translating research ideas into research proposals including practice of SPSS for statistical analysis techniques and qualitative methods of analysis. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Evaluate theories of human intelligence or human personality 2. Assess the strengths and limitations of the psychometric testing of intelligence or personality. 3. Construct, administer and evaluate a research project 4. Articulate and justify a research proposal to investigate a topic in the areas of intelligence or personality 5. Critically review psychological studies of human intelligence or personality assessing the strengths and weaknesses of published research. DATE OF APPROVAL: 04/2014 DATE OF IMPLEMENTATION: 09/2015 DATE(S) OF APPROVED CHANGE:

FACULTY/OFFICE: Academic Partnerships SCHOOL/PARTNER: South Devon College TERM: Spring

Additional notes (for office use only):

Programme Quality Handbook 2015-16

Page 50 of 55

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 104

MODULE LEADER: Melanie Simons

OTHER MODULE STAFF: Isabel Hallam

SUMMARY of MODULE CONTENT Individual Differences: phenomenon of â&#x20AC;&#x2DC;gâ&#x20AC;&#x2122;; heritability of intelligence; conceptions of human intelligence; nomothetic versus ideographic approaches to personality; trait and type approaches to personality; heritability of personality; person-situation interactionism. Psychometric Testing: types of reliability; reliability coefficients, standard error of measurement; types of validity, validity coefficient; test bias, test error; principles of test construction, item analysis; reporting scale construction. Research design and hypothesis testing; SPSS statistical techniques and analysis: multivariate design and analysis; factor analysis; regression analyses; qualitative analyses; ethics. A research project that draws upon an appropriate research methodology utilises primary research.

Updated by: Jodie Culley

Compon ent Weightin g

Commen ts include links to learning objective s

Coursework

Compon ent Name

Element

Category

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Scheduled 45 Presentations and simulations of concepts, Lectures/seminars/formative research/ statistical methods tutorials/student directed sessions Self-directed/supported study 155 Total 200

Literature Review

50%

2,000 word literature review and research proposal [LO1/ LO4/ LO5]

Report

50%

2,000 word report [LO2/ LO3]

Date: 07/09/15

Approved by: Alastair Wilson

Date: 09/09/15

Recommended Texts and Sources: Bryman, A. (2012) Social Research Methods, 4th edition. Oxford: Oxford University Press. Coolican, H. (2009). Research Methods and Statistics in Psychology. (5th ed.). London: Hodder and Stoughton. Cooper, C. (2010). Individual Differences and Personality. (3rd ed.). London: Arnold. Crow, I. & Semmens, N. (2006) Researching Criminology. Maidenhead: McGraw-Hill. Davis, P., Francis, P. and Jupp, V. (2011) Doing Criminological Research (2nd ed). London: Sage. Forshaw, M. (2004). Your Undergraduate Psychology Project: A BPS guide. Oxford: BPS Blackwell. King, R.D. & Wincup, D. (Eds. 2008). Doing Research on Crime and Justice ( 2nd ed). Oxford: Oxford University Press. Maltby, J., Day, L., & Macaskill, A. (2009) Personality, Individual Differences and Intelligence. (2nd ed.). Harlow, Essex: Pearson. Programme Quality Handbook 2015-16

Page 51 of 55

Noaks, L. & Wincup, E. (2004) Criminological Research: Understanding Qualitative Methods. London: Sage. Rust, J., & Golombok, S. (2008). Modern Psychometrics: The Science of Psychological Assessment. (3rd ed.). London: Routledge. Westmarland, L. (2011) Researching Crime and Justice: Tales from the field. Abingdon: Routledge.

Programme Quality Handbook 2015-16

Page 52 of 55

SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD2294.

MODULE TITLE: Policing and Community Safety

CREDITS: 20

FHEQ Level: 5

JACS CODE: C800

PRE-REQUISITES: None

CO-REQUISITES: None

COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: This module will consider and analyse the growth of political and academic interest in crime prevention and community safety. This will involve the study of the concept of ‘crime prevention’, its focus upon environmental design, as well as appeals to ‘community’ and ‘partnerships’ in the prevention process. The role of victims and offenders as targets of preventative intervention will be considered. The future implications of crime prevention for social and criminal justice policy will also be examined ELEMENTS OF ASSESSMENT Use HESA KIS definitions] COURSEWORK PRACTICE C1 70% P1 30% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Criminology and Psychology Professional body minimum pass mark requirement: N/A MODULE AIMS: This module will provide an introduction to policing; key legislation; crime reduction policies and initiatives and community safety, focussing on the treatment and support of offender and victims, with particular emphasis on how a wider partnership approach supports improved criminal justice outcomes. The module will support with developing research skills and abilities. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Critically analyse the history, theories and ethics of the police service in England and Wales. 2. Analyse critically current debates relating to the growth of crime prevention and community safety as arenas of criminal justice policy. 3. Evaluate the assumptions about the causes of crime and the nature of human behaviour and social relations, which infuse crime prevention theories and policies. 4. Critically review current challenges with the management of funding and commissioning of the main community safety partners. DATE OF APPROVAL: DATE OF IMPLEMENTATION: DATE(S) OF APPROVED CHANGE:

04/2014 05/2015

FACULTY/OFFICE: Academic Partnerships SCHOOL/PARTNER: Click here to enter text. TERM:

Spring

Additional notes (for office use only):

Programme Quality Handbook 2015-16

Page 53 of 55

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 132

MODULE LEADER: Caroline Knight

OTHER MODULE STAFF: Joanne Jaremi

SUMMARY of MODULE CONTENT Introduction to Policing; History and ethics of policing 1824 – present day; The impact of legislation on Community Safety – The Crime and Disorder Act 1998; Anti-Social Behaviour- key case studies; Crime Reduction strategies – why crime is reducing; Policing and Community Safety in times of austerity; The rehabilitation and management of prolific offenders: The role and impact of Policing and Crime Commissioners and the wider commissioning of services; The role of the private sector in reducing crime and re-offending.

Practice

Updated by: Jodie Culley

Commen ts include links to learning objective s

Compon ent Weightin g

Element

Coursework

Compon ent Name

Category

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Scheduled 45 Presentations of concepts/ studies Lectures/seminars/formative tutorials/student directed sessions Self-directed/supported study 155 Self-study and guided reading Total 200

Report

Total = 3000 word essay (LO 1,3, 4) 100%

Presentation

Total = 15 minute presentation (LO 2) 100%

Date: 07/09/15

Approved by: Alastair Wilson

Date: 09/09/15

Recommended Texts and Sources: Books: Brookman, F., Maguire, M., Pierpoint, H. and Bennett, T. (2010) Handbook of crime. Cullompton: Willan Publishing Evans, K. (2011) Crime Prevention: A Critical Introduction. London. Sage Gravelle, J. and Rogers, C. (ed) (2014) Researching the police in the 21st century. Palgrave macmillan Hall, S., Critcher, C., Jefferson, T., Clarke, J. and Roberts, B. (2013) Policing the crisis: Mugging, the state and law and order. 2nd ed. Basingstoke: Palgrave macmillan Hughes, G. and McLaughlin, E. (2001) Crime prevention and community safety: New directions. London: Sage Publications Limited Joyce, P. (2009) Policing and criminology. London: Sage Publications Limited Joyce, P. (2010) Policing: Development and contemporary practice. London: Sage Publications Limited Newman,T. (2008) Handbook of policing. 2nd edn. Cullompton: Willan Publishing Nyroud, P. and Beckley, A. (2001) Policing, ethics and human rights. Cullompton: Willan Programme Quality Handbook 2015-16

Page 54 of 55

publishing Rogers, C. (ed) (2012) Crime reduction partnerships. 2nd edn. Oxford: Oxford university press Squires, P (ed) (2006) Community Safety: Critical perspectives on policy and practice. Bristol: Policy press Tilley, N. (2005) Handbook of Crime prevention and community safety. Cullompton: Willan. Tilley, N. (2010) Crime prevention. Cullompton: Willan Publishing Journals The British Journal of criminology The internet journal of criminology http://www.internetjournalofcriminology.com/ Criminology and criminal justice http://crj.sagepub.com/ Criminal justice matters http:// www.tandfonline.com/ Policing: A journal of policy and practice http://policing.oxfordjournals.org/ The Police journal : Theory, practice and principles https://uk.sagepub.com/en-gb/eur/journal/police-journal Crime prevention and community safety journal www.palgrave-journals.com/cpcs/ Useful Websites Official government statistics www.justice.gov.uk/publications/statistics and http://www.gov.uk/government/collections/crime-statistics Police www.police.uk Home Office research and statistics www.homeoffice.gov.uk/rds/ Legislation in England and Wales http://legislation.gov.uk/ Ministry of Justice https://www.gov.uk/government/organisations/ministry-of-justice/ The stationary office online bookshop http://www.tsoshop.co.uk/bookstore.asp Police and community safety partnerships http://www.pcsps.org/ British society of criminology http://www.britsoccrim.org/new/ College of policing www.college.police.uk/ Public sector audit appointments (PSAA) (formerly Audit commission) www.psaa.co.uk/ Howard league for penal reform http://www.howardleague.org/ Institute of advanced legal studies http://ials.sas.ac.uk/library/library.asp The Police foundation http://www.police-foundation.org.uk/ https://www.gov.uk/government/policies/reducing-and-preventing-crime--2 https://www.gov.uk/integrated-offender-management-iom https://www.gov.uk/browse/justice https://www.gov.uk/government/policies/reducing-and-preventing-crime--2/supportingpages/community-safety-partnerships

Programme Quality Handbook 2015-16

Page 55 of 55