s
PROGRAMME SPECIFICATION
Final
PART 1: COURSE SUMMARY INFORMATION
Course summary
Final award
BA (Hons) Criminology and Social Policy
Intermediate award
Dip HE Criminology and Social Policy
Cert HE Criminology and Social Policy
Course status
Validated
Awarding body
University of Brighton
Faculty
Health
School
School of Applied Social Science
Location of study/ campus
Falmer
Partner institution(s)
Name of institution
Host department
Course status
1.
SELECT
2.
3.
Admissions
Admissions agency
UCAS
Entry requirements
UCAS Tariff: 280 points. Key skills will count towards the tariff score.
General Studies will count towards the tariff score.
ND/C (Level 3): Merits plus distinction
IB: 28 points
QAA accredited Access course: acceptable
GCSE (minimum grade C): at least 3 subjects including English
language and mathematics or a science.
Foundation Degree/ HND/ HNC: dependent on award normally direct
entry to year 2 by credit accreditation transfer.
Other: Mature applicants without the above qualifications should be
able to show an ability to benefit from the course by, for example,
work or professional experience. All mature applicants are
considered on an individual basis.
Include any progression opportunities
into the course.
Requirement for applicants for whom English is not a first language:
IELTS (English proficiency): 6.0 overall, 6 in writing.
Start date (mmm-yy)
Sep-11
Normally September
Mode of study
Mode of study
Duration of study (standard)
Maximum registration period
Full-time
3 years
6 years
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Part-time
Other: 8 years
Other: 8 years
Sandwich
Select
Select
Distance
Select
Select
Course codes/categories
UCAS code
LM49
Contacts
Course Leader (or Course
Development Leader)
Denise Martin
Admissions Tutor
Matt Follett
Examination and Assessment
External Examiner(s)
Examination Board(s)
(AEB/CEB)
Name
Place of work
Date tenure expires
Adrian Barton
University of
Plymouth
30/09/14
UG Programme AEB
UG Programme CEB
Approval and review
Approval date
20011
Validation
Jun
Programme Specification
Republished Aug 2010 with
change to Course Leader
Republished Oct 2011 with
no changes3
Review date
Feb 20082
Sept 20124
5
Professional, Statutory and
Regulatory Body 1 (if
applicable):
Professional, Statutory and
Regulatory Body 2 (if
applicable):
Professional, Statutory and
Regulatory Body 3 (if
applicable):
1
Date of original validation.
Date of most recent periodic review (normally academic year of validation + 5 years).
3
Month and year this version of the programme specification was approved (normally September).
4
Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is
applicable to a particular cohort, please state here.
5
Date of most recent review by accrediting/ approving external body.
2
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PART 2: COURSE DETAILS
AIMS AND LEARNING OUTCOMES
Aims
The aims of the course are:
1. To provide a combined programme of study in criminology and social policy to honours degree
level through which students can develop their analytical and critical capacities and apply these
to their increasing knowledge and understanding of criminology and social policy.
2. To enable students to develop an understanding of the complexity of welfare systems and
structures and appreciate how they relate to criminal justice developments.
3. To equip students with the academic and intellectual theories and perspectives to enable them
to engage critically in debates about the causes of crime and societal responses to crime and
deviance in a broader social policy context.
4. To provide students with skills to enable them to critically evaluate both historical and
contemporary trends and contemporary patterns in crime causation, victimization, crime
prevention and crime management within a broader social policy context.
5. To enable students to gain skills in social research and have a practical understanding of the
nature and appropriate use of research strategies and methods in developing criminological and
social policy knowledge.
6. To provide students with a sound knowledge base and vocationally relevant transferable skills in
fields relating especially to criminology and social policy.
Learning outcomes
The outcomes of the main award provide information about how the primary aims are demonstrated by
students following the course. These are mapped to external reference points where appropriate 6.
 the roles and responsibilities of the main agencies in the criminal
Knowledge and theory
justice system (SS115, SS254, SS366, SS369).
6

the emergence of the welfare state in Britain and of the utility of
theoretical perspectives for our understanding of the history of social
policy (SS104, SS126, SS255, SS256).

contemporary activities of UK welfare institutions and of the operation
and impact of non-governmental sources of welfare with particular
reference to the criminal justice system (SS104, SS115, SS255,
SS222, SS366, SS369, SS371).

the framework and operation of the policy process, including factors
influencing policy formulation and management (SS104, SS126,
SS255, SS256, SS363, SS371).

social problems and policy responses in the UK with particular
reference to contemporary issues of crime and criminal justice
(SS104, SS115, SS126, SS255, SS256, SS366, SS369, SS378).

social science methodology, key sources of data about social welfare
and of research methods for collecting and analysing quantitative and
qualitative data (SS103, SS238, SS329).
Please refer to Course Development and Review Handbook or QAA website for details.
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Skills
Includes intellectual skills (i.e.
generic skills relating to
academic study, problem
solving, evaluation, research
etc.) and professional/
practical skills.

the social and political context in which social problems arise and of
the complexities involved in defining issues as social problems
(SS104, SS126, SS130, SS255, SS256).

ways in which concepts such as social need, social justice,
inequality, equity, exclusion, identity and diversity can be used to
analyse human needs and social welfare (SS104, SS126, SS130,
SS255, SS256, SS363, SS371).

the preoccupation with crime, disorder and victimisation in
contemporary societies and the limits of legal/criminal justice
interventions into criminal and social problems (SS115, SS125,
SS254, SS222, SS366, SS369).

the contexts, strengths and weaknesses of UK orientations to crime
and criminal justice (including its criminal justice policies) through
comparison with developments in criminal justice policies and
systems in other selected cultures and societies (SS222, SS371).

a range of intellectual traditions, theoretical perspectives and debates
in the social sciences (SSS125, SS130, SS215, SS254, SS366).

concepts and theories of welfare and theories of policy-making and
implementation (SS104, SS126, SS255, SS256, SS301, SS363,
SS371).

criminological theories, concepts and approaches (SS115, SS125,
SS222, SS254, SS366, SS369).

theoretical and ideological influences upon social policy development
and of the contribution of social theory to social policy analysis
(SS130, SS104, SS126, SS255, SS256, SS301, SS371).
Intellectual Skills
The ability to

critically engage in debates about social issues, such as crime
causation and crime prevention, by reference to contrasting social
theories and ideological perspectives. (SS125, SS126, SS130,
SS254, SS256, SS222, SS256, SS301, SS329, SS366, SS369,
SS378)

critically assess the strengths and weaknesses of criminological
theories and ideological perspectives (SS115, SS125, SS126,
SS130, SS254, SS222, SS256, SS329, SS366, SS369).

critically evaluate social and criminal justice policies in the UK,
appreciating the relevance of political and socio-economic factors
(SS104, SS115, SS126, SS222, SS254, SS254, SS256, SS366,
SS369).

identify a relevant policy topic, identify and address the ethical
issues, investigate it by seeking out and using relevant data,
research publications and other sources and to present the findings,
using reasoned argument to draw clear conclusions (SS238, SS329).
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
distinguish between technical, normative and political differences that
affect policies (SS104, SS126, SS255, SS256, SS301, SS329).
Transferable skills
The ability to
QAA subject benchmark
statement (where
applicable)7

read and interpret complex texts closely, critically and creatively (all
modules, but especially SS115, SS215, SS329)

communicate ideas and arguments effectively, both verbally and in
writing (all modules, but especially SS238, SS329).

learn and study independently, to self-manage work with minimal
supervision, and to reflect on academic work (all modules, but
especially SS238, SS329).

work effectively in organisations, including: self-motivation; integrity;
interpersonal and group working skills (all modules, but especially
SS251).

use information technology to word-process, display data in graphs
and diagrams, analyse quantitative data, communicate via email,
obtain information from the internet and conduct searches of
electronic databases (all modules, but especially SS124, SS103,
SS238, SS329)
QAA Developmental Engagement, 2003
External Examiners’ Reports
PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)
Where a course is accredited by a PSRB, full details of how the course meets external requirements,
and what students are required to undertake, are included.
LEARNING AND TEACHING
Learning and teaching methods
This section sets out the primary learning and teaching methods, including total learning hours and any
specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and
teaching methods includes information on the proportion of the course delivered by each method and
details where a particular method relates to a particular element of the course.
The primary learning and teaching methods, other than guided independent study, include




7
Induction
Lectures
Seminars
Workshops
Please refer to the QAA website for details.
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







Student presentations (individual and group)
Learning groups
Independent learning activities
Personal tutorial support (in person and by email)
Individual and group tutorial supervision
Research and personal development activities
Virtual learning environment (student central)
Work-place supervision
Each 20 credit module is designed to encompass 200 hours of student learning activity. The programme
is designed to create independent learners who will use the opportunities afforded by the degree to
analyse their own learning needs.
At level 4 the creation of independent learners is fostered by a coordinated academic skills development
programme embedded in all Level 4 modules. The development of different skills in different modules is
specified in the relevant module outlines. An Academic Skills Coordinator will coordinate this academic
skills development effort across Level 4 modules. Thereafter, skills development and the development of
independent learners continue as integral aspects of Level 5 and 6 modules.
IT skills are verified and developed in a zero–credit module SS124 giving an induction into the
University’s systems concluding with a test of IT competences.
The personal tutoring system supports students in their learning at Level 4 through a programme of
regular, purposeful small group meetings with personal tutors. This will be coordinated by a Personal
Tutoring Coordinator.
The typical pattern of learning and teaching on each module is a weekly lecture plus one or two
additional hours of contact time each week.
At Level 4 modules have a total of three hours contact. At levels 5 and 6 this typically reduces to a total
of two hours. Certain modules (e.g., SS215 and SS251) have contact every two or three weeks, rather
than weekly. The Dissertation at Level 6 begins with regular timetabled contact during the first semester,
but, during the second semester, reduces to a total of two hours of individual tutorials per student. The
general intention is to develop students’ independent learning skills learning during Level 4, and
thereafter, encouraging them to manage their time effectively by providing contact in a variety of ways.
Types of non-lecture
contact vary between modules. Some modules have weekly seminar or workshop groups of 20-25
students in which students undertake activities such as small group work or individual or group
presentations. Other modules have one large workshop attended by all students taking the module in
which students participate in small group activities, usually with several members of staff present. To
ensure that all students experience small group teaching throughout their degree, at each level there is
one compulsory module (Personal Tutor group meetings in level 4, SS238, SS329) in which students are
taught in groups of between 10 and 15 students.
In addition, at Level 4, in semester 1, students are given membership of ‘Learning Groups’. These are
small groups of students (typically five) who are encouraged to work together outside formal contact
time. Each Level 4 module in semester 1 gives Learning groups weekly, non–assessed assignments to
complete. The Groups report back on these assignments in their weekly seminars.
Learning and teaching is accorded a high priority within the School. A Learning and Teaching
Coordinator supports the work of staff in this area and the School has an Educational Development
Research Group that initiates and manages research into learning, teaching and related issues within
the School to feed back to SASS tutors, the rest of the University, and the wider educational community.
Termly undergraduate teachers meetings facilitate the discussion of learning and teaching issues. Links
have been established with the Subject Centres for Social Policy and Social Work (C-SWAP) and for
Sociology, Anthropology and Politics (C-SAP).
ASSESSMENT
Assessment methods
This section sets out the summative assessment methods on the course and includes details on where
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to find further information on the criteria used in assessing coursework. It also provides an assessment
matrix which reflects the variety of modes of assessment, and the volume of assessment in the course.
Assessment methods vary according to module. All module descriptions require the assessment criteria
to link with the stated module learning outcomes. The variety of assessment methods is designed to
relate the School’s learning and teaching strategy. Methods of assessment include:

Coursework essays: demonstration of analytical ability and written communication skills.

Examinations (including seen, open book and unseen examinations): demonstration of
knowledge, understanding and ability to apply knowledge within a fixed time.

Reports and Projects: demonstration of evaluation skills, project management and written
communication skills.

Literature Reviews (books, articles and reports): the ability to summarise, contextualise and
criticise scholarship and research findings.

Dissertation: demonstration of ability to develop a sustained argument and to manage work
independently.

Take-away examinations: demonstration of ability to apply knowledge when working to a
deadline.

Seminar presentations: demonstration of knowledge, understanding and verbal communication
and presentation skills.

Other methods (including portfolios, group exercises, presentation notes).
A number of transferable skills, such as IT, problem-solving, group-working, and self-motivation are
embedded within the primary modes of delivery of learning and are not necessarily separately assessed.
However, satisfactory achievement of the learning outcomes requires that such skills are developed to
an appropriate level.
Assessment Criteria
Below 40% (equivalent to a fail):
Does not address the question posed.
Misses the point of the question.
Lack of structure/ organisation.
Significant factual errors.
Reliance on too narrow a range of sources.
Poor or non-existent referencing and bibliography.
40%-49% (equivalent to Third Class Honours)
Records and presents at acceptable levels of accuracy and clarity material which addresses the question
posed; some reference to relevant reading; an ability to identify issues pertinent to the question.
50%-59% (equivalent to Lower Second Class Honours)
In addition to the above, work which shows: evidence that the student can draw selectively from
literature to support arguments with authority; an ability to present a coherent and developing discussion;
evidence of an understanding of conceptual and theoretical material being employed; a well presented
and adequately referenced assignment.
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60%-69% (equivalent to Upper Second Class Honours)
As above, but with clear evidence of perception and insight in the identification and analysis of issues; an
ability to handle evidence and literature with relevance and imagination; thorough referencing of material
drawn upon; a clear independence of view in presentation, stance and analysis; a sound understanding
of theoretical material and its relevance to matters under discussion.
70%-84% (equivalent to First Class Honours)
As above, but with perceptive analysis of identified issues, and a systematic and imaginative use of
literature; an ability to develop cogent arguments and to site those arguments within a clearly understood
theoretical framework. Evidence of originality in terms of content, presentation and use of sources.
85-100% (equivalent to First Class Honours)
In addition to the above, an ability to provide detailed analysis of complex issues and synthesise wideranging literature; an ability to present arguments with elegance and perception and locate them within a
sophisticated theoretical framework. A high level of originality in content, presentation and argument.
SUPPORT AND INFORMATION
Institutional/ University
All students benefit from:
University induction week
Student Handbook: the University and you
Course Handbook
Extensive library facilities
Computer pool rooms (indicate number of workstations by site)
E-mail address
Welfare service
Personal tutor for advice and guidance
Course-specific
In addition, students on this course benefit from:
Please refer to information held in studentcentral.
Course Induction
Undergraduate Degrees Programme Handbook
Module handbooks
Career Planning Agreement
Support from course leader and module tutors
Additional support, specifically
where courses have nontraditional patterns of delivery
(e.g. distance learning and
work-based learning) include:
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PART 3: COURSE SPECIFIC REGULATIONS
COURSE STRUCTURE
This section includes an outline of the structure of the programme, including stages of study and
progression points. Course Leaders may choose to include a structure diagram here.
Modules
Status:
M = Mandatory (modules which must be taken and passed to be eligible for the award)
C = Compulsory (modules which must be taken to be eligible for the award)
O = Optional (optional modules)
A = Additional (modules which must be taken to be eligible for an award accredited by a professional,
statutory or regulatory body, including any non-credit bearing modules)
Level8
Module
code
4
Status
Module title
Credit
SS103
Social Science Research Methods
20
4
SS104
Social Policy
20
4
SS115
Introduction to Criminal Justice Studies
20
4
SS124
ICT for the Social Sciences
0
4
SS125
Theories of Crime
20
4
SS126
Human Needs and Social Problems
20
4
SS130
Contemporary Social Inequalities
20
5
SS215
Analysis and Review
20
5
SS222
Transcultural Issues in Crime and Justice
20
5
SS229
Research Project (for SOCRATES students)
10
5
SS238
Research Project
20
5
SS242
Analysis and Review (for SOCRATES students)
10
5
SS251
Community Participation and Development
20
5
SS254
Criminologies of Crime Control
20
5
SS255
History and Social Policy
20
5
SS256
Social Justice, Welfare and Well-being
20
6
SS301
Policy Analysis
20
6
SS329
Dissertation
40
6
SS363
Transport, Environment and Society
20
6
SS366
Critical Criminology and Criminal Justice
20
6
SS369
Contemporary Studies in Crime and Justice
20
6
SS371
Global Social Policy
20
6
SS378
Critical Addiction Studies
20
8
All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which
corresponds with the learning outcomes of each module.
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AWARD AND CLASSIFICATION
Award type
Final
Award* Title
Level
Eligibility for award
Classification of award
Total credits9
Minimum credits10
Ratio of marks11:
Class of award
BA
(Hons)
Criminology & Social Policy
6
Total credit 360
Minimum credit at level
of award Other: 360
Levels 5 and 6 (25:75)
Honours degree
Intermediate Dip HE
Criminology & Social Policy
5
Total credit 240
Minimum credit at level
of award Other: 240
Level 5 marks
Not applicable
Intermediate Cert HE Criminology & Social Policy
4
Total credit 120
Minimum credit at level
of award 120
Level 4 marks
Not applicable
Select
Select
Total credit Select
Minimum credit at level
of award Select
Select
Select
Select
Select
Total credit Select
Minimum credit at level
of award Select
Select
Select
*Foundation degrees only
Progression routes from award:
Award classifications
Mark/ band %
Foundation degree
Honours degree
Postgraduate12 degree (excludes
PGCE and BM BS)
70% - 100%
Distinction
First (1)
Distinction
60% - 69.99%
Merit
Upper second (2:1)
Merit
Lower second (2:2)
Pass
50% - 59.99%
40% - 49.99%
Pass
Third (3)
9
Total number of credits required to be eligible for the award.
Minimum number of credits required, at level of award, to be eligible for the award.
11
Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding
class of award.
12
Refers to taught provision: PG Cert, PG Dip, Masters.
10
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EXAMINATION AND ASSESSMENT REGULATIONS
Please refer to the Course Approval and Review Handbook when completing this section.
The examination and assessment regulations for the course should be in accordance with the
University’s General Examination and Assessment Regulations for Taught Courses (available
from staffcentral or studentcentral).
Specific regulations
which materially affect
assessment,
progression and award
on the course
e.g. Where referrals or repeat
of modules are not permitted
in line with the University’s
General Examination and
Assessment Regulations for
Taught Courses.
Examination and Assessment Regulations (available from the School Office,
Registry, staffcentral and studentcentral)


The pass mark for each module is 40%.
To qualify for an award the student must achieve the full credit for
that award.
 Students will not be awarded interim awards if they are progressing
to the next level (i.e. at the conclusion of study the student will
receive the highest award for which they qualify, but not the interim
awards).
 Classification of the degree is based on 25:75 weighting of marks
achieved at levels 5 and 6 respectively.
All modules within a level are weighted according to their credit value (i.e. the
mark for a 20 credit module carries twice the weight of that of a 10 credit
module
Exceptions required by
PSRB
These require the approval of
the Chair of the Academic
Board
Document template revised: 2010
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