NORTHUMBRIA UNIVERSITY
UNDERGRADUATE PROGRAMME SPECIFICATION
(see guidance notes for completion1)
Please note that from January 2005
 Where a programme is delivered in more than one mode:
o a full Programme Specification is completed for what is deemed to be the main mode
o details of other modes (part-time, franchise deliveries etc.) are entered onto a Delivery Supplement which is attached to the main document
o one or more delivery supplements may be included at the time of validation, or added when an additional mode of delivery is subsequently
approved.
 Any changes made to an approved Programme Specification are indicated on a Log of Changes sheet, and appended.
Sections 1-10 below indicate all modes of delivery and attendance, with the main mode highlighted by the use of bold type; sections 11-20 refer to the main
mode of delivery.
1.
Programme Title and Award
BSc Hons Criminology and Sociology
2.
UCAS or other Admissions Code
LS200 Sociology / LS200 Criminology
3.
Northumbria Programme Code(s) please indicate
21FCRI-N CRI2SOC
the programme code(s) for the main delivery in bold
4.
5.
Mode(s) of Delivery please indicate the main mode
of delivery in bold
Classroombased
Mode(s) of Attendance please indicate the main
Full-time


Distance Learning
Blended
Sandwich
Part-time
delivery in bold
Other please specify
6.
Location(s) of Delivery if other than Northumbria
7.
Collaborative Provision if applicable
Franchised
Validated
Joint
Partner Institution(s)
8.
Date(s) of Approval/Review
Revised April 2015
9.
QAA Subject Benchmark Group
LS200 Sociology / LS200 Criminology
10.
PSRB accreditation if applicable
1 The
Programme Specification should be completed in accordance with the guidelines available from http://Northumbria.ac.uk/sd/central/ar/lts/approval/progspecs/
Dual
NORTHUMBRIA UNIVERSITY
UNDERGRADUATE PROGRAMME SPECIFICATION
Sections 11 – 20 relate to the main delivery as indicated in bold above.
11.
Educational Aims of the Programme Specified in terms of the general intentions of the programme and its distinctive characteristics; these should be consistent
with any relevant benchmark and with the Mission of the University.
The overarching aim of this course is to produce graduates who are critical thinkers and reflective practitioners, who are well-prepared for the world of
work and who will make significant contributions in their chosen areas of work and employment.
The course is designed to be responsive to different student needs and to provide a learning environment that is both challenging and supportive. The
first year aims to build student confidence, develop foundational knowledge and embed basic skills and competencies. The second year develops
student knowledge and understanding of the disciplines and introduces transferable and employability skills. The third year encourages reflective critical
evaluation, provides an opportunity to develop an area of expertise based on the individual student’s personal interests and develops student’s
transferable and employability skills.
The philosophy of the course is to guide students through their engagement in critical, analytical, historical and comparative studies of crime, its control,
regulation and punishment as social phenomena. This means developing to a high standard the students’ knowledge and understanding of crime as a
social problem; the role and nature of punishment within societies; and the changing nature, form and meaning of attempts to control and prevent crime
in late-modern society, including crime prevention and community safety and forms of social control and organisation.
The programme draws together the distinctive elements from the well-established provision of criminology and sociology at Northumbria in a number of
ways. The criminological provision connects the general to the particular in highly illuminating ways, relating and applying theoretical work to specific
instances of legislation, policy and practice in relation to crime, victimisation, power relationships and identity, crime prevention, community safety and
control and punishment. The sociological elements of the programme complement this with its substantive focus on the development of theory with
practice in a national and global context underpinned by engagement with empirical research methods. Criminology draws upon several disciplines,
most notably sociology, but also psychology, law, geography, politics and history – and the course integrates these perspectives within a clear
sociological framework. The course also incorporates global comparative analyses which reflect the importance of European culture and policy; the
policy and social influence of the USA, and the contributions of European and American criminologists and sociologists to the understanding of crime
and society, identity, crime control and criminal justice. Particularly, the course reflects the team’s aim throughout its courses to encourage students to
explore deeply and reflect critically upon the implications of contemporary theory, legislation, policy and practice for social inequalities and social
exclusion. It is also consistent with the criminology and sociology team’s aim of involvement with the region through its contribution to education and
research relevant to the development of social policy and social justice.
The criminology and sociology programme intends to provide students with examples of different critical perspectives, thereby encouraging an
awareness of their own perspectives as thinkers and reflective practitioners. This is the recurrent theme of the programme that culminates in the
production of a dissertation, a project that requires students to frame their own research question and to carry out an independent piece of research.
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The programme aims:
1. To provide students with the abilities, competencies and skills necessary to describe, understand and critically evaluate crime, criminology, criminal
justice, and the diverse and distinct sociological concepts, theories, methods, approaches and ideas within the programme of study.
2. To situate the understanding of social diversity and inequality and the processes of change and stability on the distribution of life-chances of
individuals and social groups in historical, comparative and contemporary contexts.
3. To allow students to develop expertise in areas of the social world, including criminology and criminal justice by offering a range of option modules
culminating in the writing of a dissertation on a topic of their own choosing.
4. To help students to develop a range of intellectual skills based on an understanding of the social world, including the abilities to conceptualize,
theorize, analyze, criticise, evaluate and reflect on a range of themes and issues relevant to the disciplines and programme of study.
5. To ensure that students acquire a range of more general, transferable skills in problem solving and effective communication, so as to facilitate
access to a broad range of educational and employment opportunities after graduation.
6. To provide a reflexive environment for students and staff which develops students’ personal as well as employment relevance, and delivers support
and learning opportunities which are responsive to the needs of students from diverse (educational) backgrounds.
7. To encourage students to progressively take ownership and direction of their learning so that they may develop as independent life-long learners.
8. To encourage a prevailing ethos of professional, social and ethical responsibility within the learning environment and in the students.
The specific educational aims of the course are:
1. Encompassed within the core modules of the programme, and in the personal guidance system that allows staff and students to monitor students’
continuous academic and professional development throughout the programme. It is not intended that students will cover the aims individually, but
rather that they will be integral to the programme and will be developed throughout the period of study (using a simple to complex model).
2. Founded on the University’s mission to provide challenging and innovative learning and teaching that empowers the active learner, and the Faculty’s
Learning and Teaching strategy, which supports this by means of the development of a stimulating learning environment that engages actively with
research and scholarly activity. The underpinning philosophy is to engage in critical, analytical and comparative study in social science and to
develop practical skills in all areas of the research process. The programme’s core interests are contemporary theory and practice in criminology,
criminal justice and sociology and underlying ethical issues, and it is also underpinned by and takes full cognizance of benchmarks for both
criminology and sociology.
3. Consistent with the University Learning and Teaching Strategy for strengthening the economic, environmental and cultural life of the region through
opportunities in higher education, creating partnerships, integrating with communities, and generating and disseminating valuable knowledge and
providing opportunities for work-based learning, corporate learning and continuing professional development.
4. Consistent with the strategic objectives of the Faculty and the Faculty’s Academic Development Plan, in relation to working with external
stakeholders to provide opportunities for work-related and work-based learning within the curriculum.
5. Consistent with CETL Assessment for Learning
12.
How Students are Supported in their Learning/Employability/Career Development eg curriculum design, personal development plans, placements,
fieldwork, practical projects.
This course is the outcome of a planning process that involved the Criminology & Sociology teams reviewing previous provision in the light of
contemporary developments in the subject discipline, including the subject discipline benchmarks, course team discussions, external examiner
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UNDERGRADUATE PROGRAMME SPECIFICATION
comments, and student feedback and consultation. Informal and formal consultation with students has played a role in curriculum design and
development, secured through module, course and annual review, as well as through consultation with student representatives at staff student
consultative committees. The course is also a response to changes in the staffing and staff engagement in the wider world of work and employment.
The University of Northumbria offers a range of pre-admission opportunities. These include taster days, which aim to provide students with a flavour of
what it could be like to study at University and specifically at Northumbria and pre and post application open days.
The Induction programme is an important feature of Students introduction and preparation for University life. A student handbook of key academic
information and an Assessment Guide are issued to all students at the start of each academic year during the induction period. During this week
students meet their guidance tutor. At level four, the core module, Real World Quantitative Research, provides detailed coverage of guidance relating to
the University learning environment and what is expected of students in seminars, lectures and subject specific small group sessions. In semester one
this module focuses on developing core study skills and encourages the students to record and reflect upon their learning as they move through their
degree and beyond it.
The Faculty of Arts, Design and Social Sciences has an established framework for student support, which has been adopted for this course. The
principal objectives of this framework are to assist students in gaining knowledge of what is expected of them on the course and to assist them in the
planning, management and review of their own learning. A central principle of the Faculty’s policies on student support is to encourage student
autonomy so that, on graduation, students can function independently in diverse fields of graduate employment. The development of such skills is an
essential part of this course, and this is supported through the personal guidance tutors, the course team and module tutors.
The personal guidance tutor plays a key role in all courses across the Faculty. Each student is allocated and introduced to their personal guidance tutor
during Induction Week and will continue to work closely with that tutor throughout the degree course. Personal guidance tutors can refer a student to
other relevant sources of support, as for example in the case of personal problems/issues students can be referred to the University Counseling Service
or, in the case of financial difficulties, to Student Services or Finance Section of the Students’ Union Advice Centre. In cases where skills need enhanced
development above and outside of the course provision, students can be referred to the Study Skills Centre and to the skills section on the elearning
portal. The personal guidance tutor system is integral to student retention and attainment by facilitating student academic achievement and personal
development through the development of both intellectual and personal autonomy.
As with other courses in the Faculty of Arts, Design and Social Sciences, the course is supported by the ‘e-learning portal’ for each module, which will
include all relevant documentation (e.g. Student Handbook, Module Guides), lecture material where appropriate, reading lists, staff contact details,
discussion boards for staff and students, and notices relevant to the day to day running of the module/course. The e-learning portal will be used to
support learning in all modules as well as the experience of studying the criminology course. In addition to providing lecture outlines, the e-learning portal
will provide module specific Internet links, a discussion forum and directed learning tasks, and is intended to enhance the students study time while
working away from the university.
At the start of each module, students access module specific guides which include information relating to the delivery, content, teaching and learning
method, learning objectives, learning resources and the assessment of the module. At the end of each module every student has the opportunity to
complete an evaluative module feedback questionnaire. This reflects the general principle that students' learning needs to be supported by ensuring
that curriculum design is appropriate to their various needs at the point of entry and that it helps them to maximise their potentials by the time that they
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UNDERGRADUATE PROGRAMME SPECIFICATION
complete the programme. The questionnaire is one mechanism used for checking on quality and appropriateness. However students are also consulted
and involved in the running of their programme in other ways: there are programme questionnaires to supplement those for individual modules; students
are represented at Programme Committees and in Faculty committees. Through these procedural devices, students are consulted on such issues as
the successful running of the programme and changes to the curriculum, with the results of this process feeding into Module and Programme Review.
To close the loop there are also reports back to the student body on actions taken in response to their comments, through general announcements in
taught sessions, or on the e-Learning portal, through the various committees and through the course representatives.
When focusing on employment and career aspirations, students are supported through this process by the course team and, in particular with their
personal guidance tutors. Students are introduced to and encouraged to make use of the University Careers Service, and to attend careers
presentations, lectures and workshops. Careers Service personnel lead scheduled sessions on specific topics, such as: interview techniques; preparing
a CV; job applications; and job searches. Additionally, the Careers Service offers an annual Careers Fair for students. This is further supported through a
degree course that is contemporary and has links to a range of external bodies (through consultation, placement opportunities and research activity) that
ensure that the course reflects changes in practice and policy making. In some Criminology modules, in particular, key speakers are invited to discuss
their own professional experiences and can give students greater insight into the realities of work in research, policy and practice.
13.
Learning Outcomes of Programme Specified in terms of performance capabilities to be shown on completion of the programme/pathway. Please identify
numerically to correspond to the map of learning outcomes in section 18.
a) Knowledge and Understanding
Both Criminology and Sociology as disciplines are theoretical and evidence based and the programme is designed to reflect that. At the end of the
course students will be able to:
1. Demonstrate critical awareness and understanding of the diversity and distinctiveness of key concepts, theories, perspectives and ideas in
criminology and sociology.
2. Evidence critical understanding of the criminal justice system and critically analyse the social processes within it.
3. Operate from a reflexive, independent and critical approach towards the study of criminology and sociology.
4. Critically evaluate approaches to the study of criminology and sociology including the plurality of methods by which academic research and
scholarship is carried out.
5. Synthesise the interconnections between theory, data, analysis, interpretation, policy and practice and of the application of theory and method to
policy and practice.
6. Critically evaluate the social nature of the relationship between individuals, groups and social institutions, and reflect upon the importance of
understanding the study of crime and its control within broader socio-economic, cultural, political contexts historically and comparatively.
b) Intellectual Skills
At the end of the course students will be able to:
1. Demonstrate critical, analytical and methodological skills suitable for lifelong learning and the world of work and employment.
2. Synthesise and evaluate empirical criminological and sociological information from a variety of sources, and discern, establish and communicate
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UNDERGRADUATE PROGRAMME SPECIFICATION
connections and differences.
3. Appreciate the complexity of human behaviours and events, criminal justice and social institutions and critically evaluate the merits of competing
explanations and their applications.
4. Formulate and investigate questions and hypotheses and apply them to the study of criminology and the social world using a plurality of
methodologies and research methods.
5. Synthesise and evaluate primary and secondary material and present it in a variety of forms.
6. Identify and critically evaluate ethical and political issues studying crime, criminology, victimisation and crime and socialcontrol.
c) Practical Skills
At the end of the course students will be able to:
1. Make effective use of lectures, seminars, and subject specific small group sessions and demonstrate competence in note taking, research, IT,
communication; information gathering skills and bibliographic skills.
2. Make and justify reasoned arguments supported by evidence and present ideas of knowledge to others both verbally and in writing.
3. Use and evaluate different methods of criminological and sociological research and scholarship.
4. Plan, conduct and report on individual and group research projects including a sustained and individual research programme.
5. Demonstrate ability for project design, execution and management including the use of SPSS and other data packages.
6. Engage constructively with written material and interpret and discuss their content, context and implications, including reporting on empirical
research findings.
d) Transferable/Key Skills
At the end of the course students will be able to:
1. Self-manage; time manage; set priorities; meet deadlines, and work with others constructively to plan, deliver and evaluate theory, research and
practice
2. Reflect in and on their own knowledge and practice and use processes of review, planning and evaluation.
3. Apply intellect, analyse critically, evaluate reflectively and synthesis iteratively.
4. Demonstrate verbal and written communication skills.
5. Show a detailed and reflective awareness of the relevance of criminological and sociological work to issues of social, public and civil policy.
14.
Learning, Teaching and Assessment Strategy Specified to enable learners to achieve and demonstrate the above learning outcomes.
The joint has been designed to fully incorporate the principle aims of the University’s Learning and Teaching strategy, which has been implemented by
the Faculty of Arts, Design and Social Sciences. These aims will be achieved by assisting all students on the course to develop the key subject specific,
cognitive and study skills essential to become successful, self-motivated and autonomous. Additionally, the course aims to ensure that all students gain
the key professional, practical and personal transferable skills required to provide them with the best opportunities to be successful in their studies and
after, including the provision of key employability skills. The programme promotes the progressive, staged development of skills, knowledge and
understanding, as follows:
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UNDERGRADUATE PROGRAMME SPECIFICATION



Level 4: Foundation and Orientation
Level 5: Development and Exploration
Level 6: Consolidation and Expertise
The principles of ‘assessment for learning’ underpin the assessment strategy of this programme. This means that assessment is not simply a measure
of student progress but is used as the means of enhancing and enabling student achievement. A diversity of assessment methods are used (including
essays, exams, seminar logs, group reports, presentations, reflective diaries) so that they are employed within a coherent strategy that is not overly
reliant on ‘high stakes’ summative forms of assessment such as exams. This range of assessment methods maximises feedback opportunities, ensures
that Assessment is responsive to student needs, whilst at the same time being both fair and rigorous.
The level four foundation and orientation stage is intended to provide the requisite underpinning for subsequent stages of the degree. Key cognitive,
subject-specific, and study skills are fully integrated and embedded in the six twenty credit year long modules: Revised April 2015y, Victimsand
Offenders, Culture, Power and Identity, Foundations of Social Theory, Introduction to the Criminal Justice System, Global Transformations. Students are
introduced to and develop understanding of a range of key skills both intellectual and practical in seminars and lectures and these are supported through
the formative and summative assessment strategies of individual modules.
At the end of level four students will have developed skills associated with writing essays; preparing and doing examinations; referencing and
bibliographic construction; oral and written communication; IT skills; understanding and managing self and working with others; listening and
contributing; preparing, planning, doing and reviewing; group working; researching and library and research based activities; working ethically; time
management, directed learning and working independently. In addition, transferable skills associated with work and employment are introduced in some
of the seminars and lectures of the modules and foregrounded for further development in levels five and six.
In level five students will focus upon the development of the knowledge gained in level four, and in doing so they will extend and explore further
developments in both criminological and sociological knowledge. In the module ‘Contemporary Social Theory, for example, students knowledge and
understanding will build upon the theoretical concepts introduced in the level four module ‘Foundations of Social Theory to allow them a deeper and
wider understanding of the theoretical explanations related to society, social lives and the role of crime within these. Connections are also evident in the
links from ‘Introduction to Criminal Justice’ in level four and the level five modules ‘Police and Policing’ and ‘Prisons and Punishment’. The world of work
and graduate employment is introduced to students in level 5 via the core criminal justice modules including ‘Prisons and Punishment’ and ‘Police and
Policing’, both of which will include guest lecture involvement from relevant practitioners. Level 5 also develops student’s skills portfolio and encourages
independent learning and the generation of transferable skills.
In level six the emphasis is on students developing in-depth knowledge and understanding of specific areas of interest through the choice of option
modules. The emphasis is also upon independent learning enhanced through directed learning through an extended dissertation will allow students to
obtain detailed knowledge and understanding of a specific Sociology/Criminology issue of their choice. The student identifies an area of
sociological/criminological study and applies the knowledge and understanding gathered at levels 4 and 5 to the production of a 10000 word piece of
work. There is a taught component to the dissertation module and each student is provided with a dissertation tutor to support him or her in the
development of his or her work.
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At level 6 students are able to enhance their knowledge through a range of specialist options, including ‘Crimes of The Powerful’; ‘Crime, Drugs and
Glocal Markets’; ‘Family Violence’; ‘Migration’ ‘Contemporary Policing and Security’; ‘The Politics of Crime and its Control’; ‘Surveillance and Society’;
and ‘Doing Time’. This range of choice allows students to ‘build’ the final year of their degree to represent the areas of criminology or sociology which
most interest them, and which may provide them with the expertise and skills to secure employment. In some cases, these options allow students the
opportunity of building a pathway through the programme focussing for example on crime control and policing, or prisons and punishment, or on
inequality and crime. Level 6 also allows for the consolidation of transferable skills and their enhancement for the world of work, employability and
lifelong learning. While the development of employability skills occurs throughout the programme, further development, refinement and awareness of
these skills is embedded in the option modules.
The development of practical skills is important for the development of knowledge and understanding and intellectual skills. As such it occupies a place
of central concern for the course team. Initial direction in relation to gathering, organising and deploying evidence, data and information from a variety of
sources takes place in Real World Quantitative Research module at level four, is further developed in the Real World Qualitative Research at level five,
and also in sessions which accompany the dissertation at level six. Learning resources for each module include a wide variety of material including
academic texts, journal articles, practitioner journals, newspaper articles, web sites and statistical data. All students also undergo learning resources
training at key point in their academic career, such as during induction and in preparing for their dissertation. Initial direction in relation to the use of
communication and information technologies for the retrieval, analysis and presentation of information takes place through the Real World Quantitative
Research module at level four, and is further developed in modules at level five and six. Practical tests in the Real World Quantitative Research module
at level four and Real World Qualitative Research at level five require students to explore key practical skills. Assessment criteria in all modules require
students to demonstrate their knowledge and understanding and intellectual skills through the effective gathering, organising and deployment of
evidence, data and information from a variety of sources.
All learning and teaching strategies are geared towards developing key transferable skills. The level four Real World Quantitative Research module
begins this process by providing a framework to encourage students to communicate ideas effectively, to work independently and to collaborate with
others are developed through written work, oral presentations, team working, and group discussions. This emphasis on working together (e.g. producing
group presentations and reports) is also found in a number of modules at levels 5 and 6. Semester one of Real World Quantitative Research encourages
students to focus on reflective learning which is supported in Guidance Tutor sessions. Transferable skills are further developed in the Real World
Qualitative Research module where there is a particular emphasis on working independently, time management and self-organisation. As a matter of
course, they are also developed in other core and option modules at levels five and six, where students obtain increasing opportunities to undertake oral
presentations, team working and group discussions. Some modules also focus on developing specific transferable skills. For example, the assessment
for several modules provides students with opportunity to develop presentation skills.
Assessment plays a key role in providing feedback in terms of the students’ personal development, and in informing staff of progress and the extent to
which the learning outcomes of the programme are being achieved. Formative/diagnostic feedback is provided to students (both individually and as a
group) through a range of media including during direct contact teaching (by email, elearning portal) and personal tutoring sessions. Students will
receive written, oral or electronic feedback from staff, in addition to self or peer assessment and feedback where appropriate.
All modules are assessed summatively, providing the opportunity to assess different skills and to reflect more fully the outcomes of the module.
Summative assessments are designed to assess students’ skills in presenting, transferring, and applying knowledge; and integrating learning, critical
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analysis and evaluation. The range of assessment criteria has been designed by the programme team to allow knowledge and skills development to be
progressive throughout the programme.
15.
Programme Structure This section should be completed with reference to the Modularised Framework for Northumbria Awards .2. Diagrams can also be used to
demonstrate the structure.
Programme Structure Refer if necessary to appended diagrams SEE APPENDED STRUCTURE
16.
Lower Level Awards Credit Structure and Programme Learning Outcomes for Lower Level Awards.
Please delete or add rows as appropriate, with reference to the Assessment Regulations for Northumbria Awards 3 Learning outcomes should be specified for each
lower level award in accordance with the QAA Framework for Higher Education Qualifications 4 which also provides generic qualification descriptors for each level. The
standard credit structure for each award is given below. The Modularised Framework for Northumbria Awards 2 indicates permitted variations and allows programmes to
be validated with some lower or higher level credit (e.g. the Certificate of Higher Education (120 credits at Level 4) can be validated with up to 30 Level 3 credits).
Award
Programme Learning Outcomes may be completed with reference to section 13.
Certificate of Higher Education
At level 4 students will demonstrate description in relation to the stated PLOs.
120 credits at Level 4
2
The Modularised Framework for Northumbria Awards available from http://Northumbria.ac.uk/sd/central/ar/lts/approval/framework/
The Modularised Framework for Northumbria Awards available from http://Northumbria.ac.uk/sd/central/ar/lts/approval/framework/
3
The Assessment Regulations for Northumbria Awards available from http://Northumbria.ac.uk/sd/central/ar/lts/approval/assess/
4
There is a link to the QAA Framework for Higher Education Qualifications at http://Northumbria.ac.uk/sd/central/ar/lts/approval/
2
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UNDERGRADUATE PROGRAMME SPECIFICATION
Diploma of Higher Education
At this level students will demonstrate critical reflection and synthesis in relation to the stated PLOs.
240 credits:
120 credits at Level 4;
120 credits at Level 5.
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17.
Variation from Assessment Regulations or the Modularised Framework Provide details of any approved variations from the Assessment Regulations for
Northumbria Awards (ARNA)3 or the Modularised Framework for Northumbria Awards 2.
18.
Mapping of Learning Outcomes
This section shows how the individual modules (with module learning outcomes as written in the module descriptor) together contribute to programme learning
outcomes. It should be presented as a matrix of programme learning outcomes (as identified numerically in section 13), against modules. Where a module contributes
to a programme learning outcome it should be flagged. Standard practice will be for a single symbol to indicate a learning outcome addressed in the module. See
guidance notes for discussion of alternative practices.
The following matrix is for a programme structure with 6 learning outcomes in each of the categories of section 13, with rows for 6 modules in each of levels 4 and 5,
and 9 modules including some options in level 6. See guidance notes for a discussion of the treatment of option modules. The matrix should be extended as required.
The matrix will show how some learning outcomes are developed at particular stages in the programme, while others may be developed through the three levels.
2
3
The Modularised Framework for Northumbria Awards available from http://Northumbria.ac.uk/sd/central/ar/lts/approval/framework/
The Assessment Regulations for Northumbria Awards available from http://Northumbria.ac.uk/sd/central/ar/lts/approval/assess/
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MODULE
CODE
Cor
e/
opti
on
a) Knowledge & Understanding
b) Intellectual Skills
C/0
1
2
3
4
5
1
C
C
C
C
C
C
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
C
C
O
C
C
x
x
x
x
x
6
c) Practical Skills
d) Transferable Key Skills
2
3
4
5
6
1
2
3
4
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
5
6
1
2
3
4
5
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
6
Level 4
SO0624
SO0606
SO0620
FSO0604
SO0609
SO0603
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Level 5
SO0732
SO0705
SO0720
SO0709
Prisons and
Punishment
Options
x
O
Level 6
SO0841
Options
C
Mapping the options on offer on the Sociology & Criminology programme is difficult given the range of options from the three subject disciplines on offer. On
successfully completing options, students will be able to demonstrate in-depth knowledge and understanding of a more finely focussed topic and a high level of
intellectual, practical and transferable/key skills as appropriate to the particular options.
prog_spec_ug_may05.doc
12
NORTHUMBRIA UNIVERSITY
UNDERGRADUATE PROGRAMME SPECIFICATION
19.
Admission Requirements including approved arrangements for admission with advanced standing, where appropriate.
The ability to benefit from Northumbria University programmes is assessed on a combination of academic and personal qualities which can be
demonstrated in a number of ways. Successful completion of a GCE or VCE Advanced level course of study (or some other equivalent qualification) is
just one way. Students who can in other ways demonstrate their ability to benefit from a Northumbria University programme, in particular mature
students without formal qualifications will always be considered and are invited to contact the admissions tutor to discuss their application.
Applicants should use the personal statement on their application to illustrate their abilities, aptitudes, skills, qualifications and experiences which might
be taken into account as well as or instead of any of the formal qualifications listed below. It is University policy to recognise a wide variety of evidence,
and potential applicants may wish to discuss this aspect of their application with the admission tutor.
The following standard entry requirements are shown for guidance. A student’s particular combination of qualifications (including key skills) will
always be taken into account in making an offer.
Please amend as appropriate (and delete this instruction).
GCSE grade C or above in Mathematics and English Language, plus one of the following:
GCE and VCE Advanced Level
300 UCAS tariff points
Scottish Highers
BBBBC or BBC Advanced Higher
Irish Highers
ABBBB
HEFC Access
Two credits and one merit
Other
EB 64%; IB 26 points.
Interviews
Interviews will be held where

the suitability of a candidate is in doubt and further evidence is sought

candidates present an unusual set of qualifications taken or pending, and an appropriate conditional offer needs to be determined

candidates may need advice on the appropriateness of a programme, or on the appropriateness of a proposed preparatory course of study
Applicants invited for an interview will always be told its purpose.
20.
Application Procedure Amend as appropriate
Applications are processed by the Universities and Colleges Admissions Service (UCAS).
BSc (Hons) Criminology & Sociology
21FCRI-N CRI2SOC BN
For 2015/16
prog_spec_ug_may05.doc
13
NORTHUMBRIA UNIVERSITY
UNDERGRADUATE PROGRAMME SPECIFICATION
Yr 1 SEMESTER 1
Yr 1 SEMESTER 2
SO0624 Real World Quantitative Research
20 credits
SO0606 Victims & Offenders
20 credits
SO0604 Foundations of Social Theory
20 credits
SO0603 Global Transformations
20 credits
SO0620 Culture, Power and Identity
20 credits
SO0609 Introduction to the Criminal Justice System
20 credits
Yr 2 SEMESTER 1
Yr 2 SEMESTER 2
SO0732 Real World Qualitative Research
20 Credits
SO0705 Contemporary Social Theory
20 credits
SO0708 Police and Policing
SO0709 Prisons and Punishment
20 credits
20 credits
Choose 1 Option from EITHER the Sociology
Choose 1 Option from EITHER the Sociology
list below OR the Criminology list below – but list OR the Criminology list below – but you may
you may not choose from the same discipline
not choose from the same discipline list as in
list as in Semester Two. All are worth 20
Semester One. All are worth 20 credits.
credits.
[Note: You may only take one of the modules
marked * across levels 5 and 6.]
SOCIOLOGY
SO0720 Global Poverty and Development
SO0719 Sociology of Education
SO0734 Who Needs the Family
PS0533 Government and Politics in France
PS0529 Born in Revolution
SOCIOLOGY
SO0701 Inequality, Diversity & Conflict
SO0731 Sex and Gender in Society
SO0733 Global Food: Feast, Famine and
Fairtrade?
PS0532 From the Bastille to Strasbourg
CRIMINOLOGY
SO0722 Youth, Crime and Deviance,
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14
NORTHUMBRIA UNIVERSITY
UNDERGRADUATE PROGRAMME SPECIFICATION
CRIMINOLOGY
SO0702 Race, Crime and Justice
SO0716 Crime & the City
SO0726 Crimes of the Powerful
SO0730 Sexualities, Crime and Criminal
Justice
prog_spec_ug_may05.doc
SO0710 Gender Crime and Justice
SO0735 Crime, Media and Film
SO0725 Youth Offending Team Placement*
15
NORTHUMBRIA UNIVERSITY
UNDERGRADUATE PROGRAMME SPECIFICATION
Yr 3 SEMESTER 1
Yr 3 SEMESTER 2
SO0841 Social Sciences Dissertation
Choose 2 options from the list of 20 credit
Choose 1 option from the list of 20 credit
options below:
options below:
[Note: Modules marked with an * are out of
classroom modules. You may only take one
of these across levels 5 and 6.]
[Note: Modules marked with an * are out of
classroom modules. You may only take one of
these across levels 5 and 6.]
SO0836 Intimate Partner Violence
SO0834 Activism, Power and Resistance
SO0851 Workers and ‘Chavs’: the British
Working Class
SO0811 Illicit Markets: Crime, Drugs and the
Political Economy
SO0813 Doing Time: The Prison Experience
SO0838 Mentally Disordered Offenders
SO0844 Sex Work, Theory Practice and
Policy
SO0847 Homeless People: Victims or
Villains?
SO0859 Crime, Society and Comparative
Urbanism: Between Newcastle and
Amsterdam
PS0618 Terrorism
ML0982 Unilang (YL)*
TE0674 Student Tutoring (YL)*
SO0812 Contemporary Policing and Security
SO0820 Concepts and Patterns of Organised
Crime
SO0845 Thinking Differently About Punishment
SO0843 Green Crime
SO0848 Criminal Careers
PS0615 Genocide
PS0629 Homeland Insecurities: Fear in PostSeptember 11th American Political Culture
SO0840 Criminology Work Experience*
VA0631 Watching the Detectives
AND
Choose 1 option from the list of 20 credit
options below:
SO0842 Global Exploitation, Conflict &
Development
SO0833 Crossing Borders: Global Migration
and Society
SO0829 Images of Identity
SO0857 Sociology of Happiness
SO0849 Voluntary Sector Work Experience*
SO0855 Research in Practice Placement*
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16
NORTHUMBRIA UNIVERSITY
UNDERGRADUATE PROGRAMME SPECIFICATION
prog_spec_ug_may05.doc
17
NORTHUMBRIA UNIVERSITY
UNDERGRADUATE PROGRAMME SPECIFICATION
Programme
code(s)
affected by
change
Programme title(s)
Admin
change1
Y/N
Stage/yea
r of
program
me
eg Year 3
Semester/
Change to Level 5 and level 6 structure
21FCRI-N
CRI2SOC
BSc (Hons) Criminology and Sociology
16/01/13
N
Year 2/3
2013/14
21FCRI-N
CRI2SOC
BSc (Hons) Criminology and Sociology
04/02/15
N
1
15/16
Text changes to Section 11, 12, 14, 15, 18
2 x core modules changed at level 4, Sections 14
& 15 (appended structure) updated
Change takes
effect
academic
year
eg S2;05/06
Brief summary of change to Programme
Specification
(including section number)
Date of
approval /
amendment
LOG OF CHANGES
Any changes made to an approved Programme Specification (other than typographical corrections) should be logged below and the
sheet appended to the Programme Specification. Subsequent changes can then be added. Where it is not practicable to change an
existing Programme Specification, a new version is required.
1
Administrative changes are defined in section of Approval Processes for Taught Programmes and Modules
http://northumbria.ac.uk/sd/central/ar/lts/approval/
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18
NORTHUMBRIA UNIVERSITY
UNDERGRADUATE PROGRAMME SPECIFICATION
prog_spec_ug_may05.doc
19