UNIVERSITY OF KENT
Module Specification
1 The title of the module
Crime, Punishment & Penal Policy in England and Wales C.1800-1960 (SA552)
2 The School which will be responsible for management of the module
SSPSSR
3 The Start Date of the Module
Ongoing
4 The number of students expected to take the module
15-20 per academic year
5 Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal
N/A
6 The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
H (FHEQ Level: 6)
7 The number of credits which the module represents
30
8 Which term(s) the module is to be taught in (or other teaching pattern)
Autumn and spring terms
9 Prerequisite and co-requisite modules
N/A
10 The programmes of study to which the module contributes
BSc (Hons) Social Sciences (Medway); BA (Hons) Criminal Justice Studies (subject to validation)
11 The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes
At the end of the module the student should be able to:

Demonstrate an awareness of continuity and change in patterns and perceptions of crime and the responses to it over the period 1800-1960.

Understand the relationship between theoretical perspectives on crime and the policies adopted by the state during the given period.

Understand the reasons for the historical development of penal systems.

Understand the role played by the voluntary sector and pressure groups in shaping official responses to crime.
The unit will endeavour to link the subject specific learning outcomes to the programme learning outcomes for BSc (Hons) Social Sciences programme (subsection 3.2, e.g. knowledge and understanding of core areas of social science, application of theories and concepts to analyse social problems and issues) and to the subject specific learning outcomes of the BA (Hons) Criminal Justice Studies programme.

12 The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes
On successful completion of the module the student will be able to:

Demonstrate highly developed skills in written and verbal communication, utilising research, empirical data and information technology (key skills 1, 2 and 3).

Successfully apply critical judgement to problems and debates through essay writing and seminar work (key skills 1 and 6).

Independently obtain a range of suitable library and web-based resources for final year study and make judgements about the merits of the material obtained (key skills 3, 5 and
6).

Work co-operatively with other students in discussions to acknowledge and resolve conflicting perspectives and interpretations (key skills 4 and 6).
The unit will endeavour to link the generic learning outcomes to the programme learning outcomes for BSc (Hons) Social Sciences programme (subsection 3.1 & 3.2, e.g. application of analytical and critical skills) and to the generic learning outcomes of the BA (Hons)
Criminal Justice Studies programme.
13 A synopsis of the curriculum

Defining crime; perceptions of criminality

Patterns of crime: urban – rural; property crime – violent crime; problems of evidence

Theoretical perspectives on punishment 1800-1960: utilitarian, liberal, evangelical, Social
Darwinism etc.

Historical perspectives – Whig, revisionist etc.

The criminal justice system – change and continuity

Changing penal policy – the role of pressure groups

Crime, punishment, and gender

Policy case studies: juvenile delinquency – its discovery and treatment; the development of the probation service; the campaign against capital punishment; the reform of prisons.
14 Indicative Reading List
Barrett & Harrison (eds)
Cox, P.
D’Cruze, Shani (ed)
Crime and Punishment in England: A sourcebook (1999)
Bad Girls: Gender Justice and Welfare (2003)
Emsley, Clive
Gatrell, V.A.C.
Garland, David
Garland, David
Garland & Duff (eds)
Ignatieff, M.
Jackson, L.
Everyday Violence in Britain 1850-1950 (2000)
Crime and Society in England 1750-1900
The Hanging Tree (1978)
Punishment and Modern Society
Punishment and Welfare (1985)
A Reader on Punishment (1994)
(1991)
(1996)
A Just Measure of Pain: The Penitentiary in the
Industrial Revolution (1978)
Child Abuse in Victorian England (2000)
Muncie & McLaughlin The Problem of Crime (2001)
McLaughlin & Muncie (ed) Controlling Crime (2001)
Pearson, G. Hooligan (1983)
Taylor, David
Weiner, M.J.
Crime, Policing and Punishment in England
Reconstructing the Criminal (1990)
(1998)

15 Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes
There will be a one-hour lecture per week and a one-hour seminar. Students will be expected to engage in at least eight hours of additional study and research per week.
16 Assessment methods and how these relate to testing achievement of the intended learning outcomes
Students will be assessed by three written course work assignments together worth 50% of the final mark and one examination paper also worth 50% of the marks. The assignments and exam together will enable achievement both in the generic learning outcomes and in the subject specific outcomes, outlined above, to be tested.
17 Implications for learning resources, including staff, library, IT and space
The Drill Hall library already has a number of relevant textbooks so there are no major implications for learning resources, other than ongoing renewal and updating of library stock.
The module is taught currently by Dr. Anne Logan at the Medway campus.
18 A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of assessment do not present any nonjustifiable disadvantage to students with disabilities
As far as can be anticipated, learning and teaching methods and forms of assessment do not present any disadvantages to students with disabilities.
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"
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Director of Learning and Teaching
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Date
Statement by the Head of School: "I confirm that the School has approved the introduction of the module and will be responsible for its resourcing"
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Head of School
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Date