WJEC LEVEL 3 QUALIFICATIONS IN
CRIMINOLOGY (QCF)
SPECIFICATION
For first teaching from September 2012
WJEC Level 3 Qualifications in Criminology (QCF) Specification 3
Contents
Page
1.
Introduction and Rationale
5
1.1 Qualifications Titles and Codes
1.2 Rationale
1.3 Progression
1.4 WJEC Level 3 Qualifications in Criminology (QCF)
and the QCF Framework
1.5 National Occupational Standards
2.
Rules of Combination
2.1 WJEC Level 3 Qualifications in Criminology (QCF)
Rules of Combination
8
2.2 WJEC Level 3 Qualifications in Criminology (QCF)
Unit Titles
3.
Unit Structure
10
4.
Unit Detail
12
5.
Assessment and Grading
75
4.1 Grading
4.2 Principles for controlled assessment
4.3 Standardisation
4.4 Training Lead Assessors
6.
Entry Procedures
82
7.
External Moderation
83
8.
Awarding and Reporting
85
9.
Access Arrangements
86
10.
Post-Results Services
87
Appendices
A
Mapping of National Occupational Standards
B
Mapping of PLTS
C
Mapping of Essential Skills (Wales)
D
Mapping of Key Skills
E
Calculation of Qualification Grade – Examples
F
Glossary
88
95
WJEC Level 3 Qualifications in Criminology (QCF) Specification 5
1
INTRODUCTION
1.1
Qualification Titles and Codes
This specification covers the following qualifications:
Level 3
QAN Code: 600/3081/1 WJEC Level 3 Award in Criminology (QCF)
QAN Code: 600/3082/3 WJEC Level 3 Certificate in Criminology (QCF)
QAN Code: 600/3083/5 WJEC Level 3 Diploma in Criminology (QCF)
Unit Entry Codes
Unit 1 - 9611
Unit 2 - 9612
Unit 3 - 9613
Unit 4 - 9614
Unit 5 - 9615
Entry for individual units must be made by submitting the relevant unit as indicated
above.
Qualification Entry
Entry for aggregation ('cash-in') for the qualification must be made by submitting the
following code:
9610
along with the relevant option code:
A3 (Award)
C3 (Certificate)
D3 (Diploma)
1.2
Rationale
WJEC Level 3 Qualifications in Criminology (QCF) offer a learning experience that
focuses learning through the acquisition of knowledge and understanding in
purposeful, work-related contexts.
Each qualification is built from discrete units. Each unit has an applied purpose
which acts as a focus for the learning in the unit. The applied purpose is the vehicle
through which the learning contained in the unit is made relevant and purposeful. It is
also the means by which learners are enthused, engaged and motivated to study
criminology. The applied purpose will demand authentic work related learning, but
more than this it will require learners to consider how the use and application of their
learning impacts on individuals, employers, society and the environment.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 6
The applied purpose will also enable learners to learn in such a way that they
develop





a range of generic and transferable skills
the ability to solve problems
the skills of project based research, development and presentation
the ability to apply mathematical and ICT skills
the fundamental ability to work alongside other professionals, in a professional
environment.
The qualification builds upon the concept of a 'spiral' approach to learning where
learners are introduced to learning in a series of spirals in which on each turn they
are taken deeper into the unit content whereby they are introduced to and can extend
concepts in new contexts.
The range of units available would support learner's progression from any study at
Level 2 but in particular, GCSEs in Sociology, Law, Psychology, Citizenship, History
and Humanities.
Centres will not need to make a decision about the qualification a learner is placed
on at the outset of the course; rather a unit by unit decision can be made about the
most appropriate qualification a learner should target. The qualification a learner
attains will then depend upon the portfolio of units the learner holds when they come
to cash-in their qualification.
Assessment for all units is via controlled assessment. This is to ensure
 consistency in the assessment requirements
 confidence that the assessment decisions relate to the ability of the learner
assessed
Details of the principles of controlled assessment can be found in Section 4.2.
1.3
Progression
These WJEC Level Qualifications in Criminology (QCF) have been designed to
support learners as they progress from Key Stage 4 and GCSE learning and to other
higher level qualifications.
These qualifications also support adult learners with an interest in the subject, or
those currently working within the sector.
Equally, the skills and understanding developed, including Essential Skills (Wales),
Wider Key Skills and Personal, learning and thinking skills (PLTS), are relevant to
other qualifications at Level 3, whether 'General' or 'Vocational'.
1.4
WJEC Criminology and the QCF Framework
The WJEC Level 3 Qualifications in Criminology (QCF) are provided within the
Qualifications and Credit Framework (QCF), which is designed to provide learners,
learning providers and employers with an inclusive and flexible regulated
qualifications framework that recognises the widest possible range of quality-assured
learner achievements.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 7
Consistent with the principles of the QCF, these qualifications aim to be:
 inclusive – recognising the achievements of all learners through a standard
currency for learner achievement the award of credit
 responsive – enabling individuals and centres to establish routes to achievement
that are appropriate to their needs and facilitate progression
 accessible – based on clear design features that are easy for all users to
understand
1.5
National Occupational Standards (NOS)
WJEC Level 3 Qualifications in Criminology (QCF) provide for some of the
underpinning knowledge and understanding for the National Occupational Standards
(NOS) in the Community Justice and Intelligence Analysis Suites.
A mapping document can be found in Appendix A.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 8
2
RULES OF COMBINATION
2.1
WJEC Level 3 Qualifications in Criminology (QCF) Rules of
combination
It is the responsibility of the centre to ensure that these rules of combination are
adhered to.
To achieve the following qualifications, learners must achieve the minimum credit
value, as shown below, from the units chosen:
WJEC Level 3 Award in Criminology (QCF)
 Minimum credit value: 12 credits
 Mandatory unit credit: 12 credits
WJEC Level 3 Certificate in Criminology (QCF)
 Minimum credit value: 24 credits
 Mandatory unit credit: 12 credits
WJEC Level 3 Diploma in Criminology (QCF)
 Minimum credit value: 48 credits
 Mandatory unit credit: 12 credits
WJEC Level 3 Qualifications in Criminology (QCF) Specification 9
2.2
WJEC Level 3 Qualifications in Criminology (QCF) Unit Titles
WJEC Level 3 Award in Criminology
Unit Number
1
Unit Title
Introduction to Criminological Theories
Credits
12
WJEC Level 3 Certificate in Criminology
Unit Number
Unit Title
Credits
1*
Introduction to Criminological Theories
12
2
Realities and Perceptions of Crime
12
3
Social Control: Policy and Practice
12
4
Changing Awareness of Crime
12
5
Crime Scene to Courtroom
12
WJEC Level 3 Diploma in Criminology
Unit Number
Unit Title
Credits
1*
Introduction to Criminological Theories
12
2
Realities and Perceptions of Crime
12
3
Social Control: Policy and Practice
12
4
Changing Awareness of Crime
12
5
Crime Scene to Courtroom
12
* Mandatory unit
Optional units are those in the shaded boxes.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 10
3
UNIT STRUCTURE
Unit title
The unit title is accredited on the QCF database. The title summarises in a concise
manner the content of the unit.
QCF Level
Units are assigned a level on the QCF database. The level describes the complexity
of the unit.
Credit value
Each unit of the WJEC Level 3 Qualifications in Criminology (QCF) is assigned a
credit value. One credit is the equivalent to a total of 10 hours of learning. Learning
time is defined as the total time taken by learners at the level of the unit, on average,
to complete the learning outcomes of the unit to the standard determined by the
assessment criteria.
Guided learning hours
Guided learning time represents only those hours in which a tutor is present and
contributing to the learning process. In some organisations this is known as 'contact
time'. This time includes lecturers, supervised practical periods and supervised study
time.
Aim and purpose
The aim and purpose provides a brief and clear summary of the unit. It also indicates
the applied purpose for the unit.
Unit Introduction
This is written to the learner and gives a summary of the unit content. It sets the
vocational context of the unit and highlights the purpose of the learning in the unit.
Learning outcomes
Learning outcomes state what the learner should know, understand or be able to do
as a result of completing the learning in the unit.
Assessment Criteria
The assessment criteria specify the standard a learner is expected to meet to
demonstrate that the learning outcomes of that unit have been achieved.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 11
Unit content
The indicative content defines the breadth and depth of learning for each assessment
criteria. It is expected that all the indicative content will be delivered during the
programme of learning. It is not required to assess every aspect of the content when
assessing the unit. Learners will be expected to apply the knowledge, understanding
and skills acquired through the learning to the specifics of the assessment context.
Performance Bands
These are used to determine the summative unit grade. Performance bands do not
add additional requirements to the assessment criteria.
Assessment
WJEC Level 3 Qualifications in Criminology (QCF) are assessed through controlled
assessment. This section of the unit summarises the conditions for the delivery of
the controlled assessment.
Links to National Occupational Standard
Where relevant, the unit is cross referenced to National Occupational Standards in
the Community Justice and Intelligence Analysis Suites
Guidance for delivery
This gives the tutor some ideas on how to deliver the unit in a vocational setting
consistent with the philosophy of the qualifications and intent of the unit. Three
sample contexts are provided for each unit. The guidance also gives ideas of
vocational settings for the unit and suggests possible contacts that could be made in
the delivery of the learning. This section also includes details of how the unit
supports the development of PLTS, Wider Key Skills and Essential Skills (Wales),
together with mapping to relevant National Occupational Standards (NOS).
Resources
This identifies useful resources to help in the delivery of the learning. Many of the
resources listed are suitable for using with learners.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 12
4
UNIT DETAILS
Unit 1
Introduction to Criminological Theories
QCF code
K/503/3268
WJEC unit entry code
9611
Credit value
12
Guided learning hours
90
Aim and purpose
The purpose of this unit is to enable learners to use theories of criminality to analyse
criminal situations and make recommendations for policy.
Unit introduction
How do we explain why people commit crime? What makes someone a serial killer, or
abusive to their own families? Criminologists have produced theoretical explanations of why
people commit crime, but which is the most useful? Are these theories relevant to all types
of crime? What can we learn from the strengths and weaknesses of each? How can these
theories be applied to real life scenarios and real life crimes?
Knowing about the different criminological approaches to theory will give you a sharper
insight into the kind of thinking used by experts and politicians to explain crime and
criminality. Public law makers are informed by theory and apply these theories to their own
solutions to the problem of crime. By undertaking this unit, you will learn to support,
challenge and evaluate expert opinion and to be able to support your ideas with reliable and
factual evidence.
At the end of this unit you will have gained the skills to evaluate some criminological theories
and know there are debates within the different theories. You will understand how changes
in criminological theory have influenced policy. You will also have gained the skills to apply
the theories to a specific crime or criminal in order to understand both the behaviour and the
theory, and to make recommendations to changes in policy suitable for dealing with
criminality.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 13
Learning outcomes
Assessment criteria
Content
The learner will:
The learner can:
LO1
Know theories of criminality
AC1.1 Describe biological theories of
criminality
Biological Theories
 Genetic theories
 Physiological theories
AC1.2 Describe individualistic
theories of criminality
Individualistic theories
 Learning theories
 Psychodynamic / psychological theories
AC1.3 Describe sociological theories
of criminality
Sociological theories
 Social structure theories
 Social reaction theory
 Interactionism
 Realism
AC1.4 Outline development of
criminological theories
Development
 Timeline
 How theories were established
 How theories evolved
WJEC Level 3 Qualifications in Criminology (QCF) Specification 14
LO2
Understand relationship
between theories of criminality
and policy
AC2.1 Describe processes used for
law making
Processes
 Government processes
 Judicial processes
AC2.2 Assess the use of theories in
informing policy
Theories
 Individualistic
 Biological
 Sociological
Policies
 Informal policy making
 Formal policy making
o Crime control policies
o State punishment policies
AC2.3 Explain how social changes
affect policy
Changes in
 Social values, norms and mores
 Structure of society
o Demographic changes
o Cultural changes
WJEC Level 3 Qualifications in Criminology (QCF) Specification 15
LO3
Understand causes of
criminality
LO4
Be able to recommend
changes in policy regarding
criminality
AC3.1 Analyse situations of
criminality
Situations relating to:
 Forms of crime
 Individual criminal behaviour
Analyse
 Filter information
 Synthesise information
 Identify salient points
 Offending behaviour
 Differentiate between offending and delinquent/anti-social behaviour
 Potential and actual criminals
AC3.2 Explain the likely cause of
criminality
Causes based on theories relating to
 Individualistic
 Biological
 Sociological
Causes of
 Crime
 Criminal behaviour
AC3.3 Evaluate suitability of
criminological theories to explain
causes of criminality
Criminological theories
 Individualistic
 Biological
 Sociological
 Debates within and between types of theory
AC4.1 Suggest policies suitable for
dealing with criminality
Policies
 Crime control polices
 Punishment policies
AC4.2 Justify case for change
Justify
 Expected outcomes
 Persuasive language
 Evidence base
WJEC Level 3 Qualifications in Criminology (QCF) Specification 16
Performance bands
Learning Outcome
LO1
Know theories of
criminality
Assessment criteria
Pass
Merit
AC1.1 Describe biological
theories of criminality
Describes with some detail a
limited range of biological
theories of criminality, some
of which are relevant to the
situation
Describes with detail, a
range of appropriate
biological theories of
criminality, showing some
relevance to the situation
AC1.2 Describe
individualistic theories of
criminality
Describes with some detail
individualistic theories of
criminality, some of which
are relevant to the situation
Describes with detail, a
range of appropriate
individualistic theories of
criminality, showing some
relevance to the situation
AC1.3 Describe
sociological theories of
criminality
Describes with some detail
sociological theories of
criminality, some of which
are relevant to the situation
Describes with detail, a
range of appropriate
sociological theories of
criminality, showing some
relevance to the situation
AC1.4 Outline
development of
criminological theories
Outlines the development of
criminological theories
Distinction
Describes in detail the
appropriate aspects of a wide
range of theories of
criminality, showing their
relevance to the situation
WJEC Level 3 Qualifications in Criminology (QCF) Specification 17
LO2
Understand relationship
between theories of
criminality and policy
LO3
Understand causes of
criminality
LO4
Be able to recommend
changes in policy regarding
criminality
AC2.1 Describe processes
used for law making
Describes processes used for
law-making
AC2.2 Assess the use of
theories in informing policy
Assesses the use of a limited
range of theories in informing
policy. Evidence is likely to be
mainly descriptive but with
some reasoning to support
conclusions
Assesses the use of a range of
theories in informing policy, with
clear reasoning to support
conclusions. Some content
may have limited relevance to
the situation
AC2.3 Explain how social
changes affect policy
Explains how a limited range of
social changes affect policy.
Evidence may have limited
reasoning
Explains with clear and valid
reasoning how a range of social
changes affect policy
AC3.1 Analyse situations of
criminality
Analyses situations identifying
key aspects of criminality
AC3.2 Explain the likely
cause of criminality
Explains the likely cause of
criminality
Explains with clear and valid
reasoning the likely causes of
criminality
AC3.3 Evaluate suitability of
criminological theories to
explain causes of criminality
Evaluates suitability of a range
of criminological theories to
explain causes of criminality.
Evidence may be mainly
descriptive but with some
reasoning to support
conclusions
Evaluates suitability of a range
of criminological theories to
explain causes of criminality
with clear reasoning to support
conclusions
AC4.1 Suggest policies
suitable for dealing with
criminality
Suggests policies that are
mainly suitable for dealing with
criminality
Suggests policies that are
suitable for dealing with
criminality that are clearly
relevant to the situation and
include some detail
AC4.2 Justify case for
change
Makes a case for change with
limited justification
Case for change shows some
justification with some clear link
to reducing criminality
Assesses the use of a wide
range of theories in informing
policy, with clear reasoning to
support conclusions. Evidence
will show clear and valid
application to the situation
Evaluates suitability of a wide
range of criminological theories
to explain causes of criminality
with clear reasoning to support
conclusions. Evidence will
show clear and valid application
to the situation
Clear and detailed justification
for change to reduce criminality
WJEC Level 3 Qualifications in Criminology (QCF) Specification 18
Assessment
Requirements for centres
This unit is internally assessed and externally moderated. All assessment must be
conducted under controlled assessment conditions and controls have been determined for
each stage of the assessment process: task setting, task taking and task marking.
Task setting:
To assist centres in the assessment of this unit, WJEC has provided a model assignment
along with guidance and criteria related to using it. The model assignment consists of tasks
that are applied and holistic in their approach. Model assignments are designed so that they
can be used as they are or adapted by centres to fit with the local sector needs and allow the
usage of local resources available to the centre. The model assignment includes information
on which aspects of the assignment can be adapted.
Task taking:
Under the process of task taking, controls are set for the key aspects of time, resources,
supervision and collaboration.

The time taken will be specified within the model assignment.

Resources must be provided that give learners fair and full access to the marking
criteria and are appropriate for the assessment and requirements of the unit. Details
of specific controls will be given within the model assessment.

Directions on where direct supervision is provided in the model assignment.

Directions on where collaboration is allowed within this unit will be detailed in the
model assignment for this unit.

Guidance on collaboration, and where it is permitted, will be given with the model
assignment.
Within WJEC model assignments, timing may be suggested for some individual tasks within
the overall assessment time. The purpose is to give consortia additional guidance to help to
manage the assessment task.
Task marking:
The centre must mark learner's assessment evidence against the performance bands for
each assessment criteria. The performance bands describe the depth which the
assessment criterion has been achieved by the learner.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 19
Guidance for Delivery
It is important that learners recognise the knowledge and understanding they develop are
vocationally relevant. There are a number of ways this can be achieved:

Arranging visits to workplaces with which they are familiar, for example a school or a
college or an institution such as an office to consider who makes the rules by which
all individuals must abide and to consider how those rules are applied.

Arranging talks by visiting speakers, for example a psychologist working within an
agency such as a drug rehabilitation centre or a prison officer looking at how policies
are applied.

Carrying out a practical activity based around a work-based scenario such as a
questionnaire designed to investigate which rules people break and why they are
prepared to break those particular rules.
The following are examples of approaches to delivery which could be used to enhance the
learning and understanding of the vocational importance of understanding causes of
criminality.
Example 1
There is a group of young people who hang around a local bus shelter and car park. They
are annoying and intimidating residents. Learners may be asked to consider why this
behaviour is occurring and to suggest why residents are expressing concern. Using their
understanding of the relationship between theory and policy, they are required work with
representatives of the local community to recommend solutions that are acceptable both to
the young people and to the residents who are expressing concern.
Example 2
A housing association is planning a development to provide homes for a small number of
people with a known history of substance abuse and alcohol related problems. This is to be
placed in a residential suburb to provide a mixed economy housing development and
provide a restart programme to rehabilitate former users. They must be removed from the
influence of those who are likely to send them back to their previous bad habits. Learners
may be asked to work with the housing association to consider how this development should
be planned to support both residents and service users. Using their understanding of the
relationship between theory and policy, learners are required to recommend policies for the
management of service users to minimise the fears of the residents.
Example 3
A local public house has developed a serious reputation for organised crime such as
handling stolen goods. There are concerns that younger people may be attracted to this
activity. Learners would need to consider how this behaviour has originated using more than
one theoretical perspective. Learners could work with the local police to discuss strategies
for either the eradication or the control of such behaviour.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 20
Making contacts
Examples of organisations that may be approached to provide help include:






Local political representatives
Local council representatives
Neighbourhood Watch
Community Police Officers
Practising psychologists (drug rehabilitation, housing association)
Human resources managers
Essential Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Application of Number, Communication and ICT Essential Skills (Wales).
Application of Number
Understand numerical data
Carry out calculations
Interpret results and present
findings
Communication
ICT
Speaking and listening

Reading

Writing

Use ICT systems
Find, select and exchange
information
Develop and present
information
WJEC Level 3 Qualifications in Criminology (QCF) Specification 21
Key Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Improving own learning and performance, Problem solving, and Working with
others, at Level 3.
Improving own learning and
performance
Problem solving
Working with others
Set targets using information
from appropriate people and
plan how these will be met

Take responsibility for your
learning, using your plan to help
meet targets and improve your
performance

Review progress and establish
evidence of your achievements

Explore a problem and identify
different ways of tackling it

Plan and implement at least
one way of solving the problem

Check if the problem has been
solved and review your
approach to problem solving

Plan work with others

Seek to develop co-operation
and check progress towards
your agreed objectives

Review work with others and
agree ways of improving
collaborative work in the future

PLTS
This unit provides opportunities for learners to develop the following Personal, learning and
thinking skills (PLTS)
Independent enquirers
IE3, IE5, IE6
Creative thinkers
CT1, CT2
Reflective learners
RL5
Team workers
TW1, TW2, TW4, TW6
Self managers
SM2, SM3,
Effective participators
EP2, EP3, EP5
WJEC Level 3 Qualifications in Criminology (QCF) Specification 22
Links to National Occupational Standards (NOS)
This unit forms part of WJEC Level 3 Qualifications in Criminology (QCF). The knowledge,
understanding and skills developed in this unit has links with the following NOS.
Criminal Justice Suite
BA10 Develop policies to promote community justice and social inclusion in partnership
with others
BA12 Address problems identified with community safety and inclusion
WJEC Level 3 Qualifications in Criminology (QCF) Specification 23
Resources
Books
Wilson J Q and Herrnstein R J, Crime Human Nature: The Definitive Study of the Causes
of Crime (Free Press, 1998) ISBN 9780684852669
Muncie J and McLaughlin E (editors) The Problem of Crime (Sage Publications Ltd, 2001)
ISBN 9780761969716
Becker H S – Outsiders: Studies in Sociology of Deviance (Simon & Schuster Ltd, 1997)
ISBN 9780684836355
Swale J (2007) Sociology of Crime and Deviance (Philip Allan Updates)
ISBN 9781844896332
Websites
Youtube explanations of Social views of crime
http://www.youtube.com/watch?v=XU-nWtmXnKE
http://www.youtube.com/watch?v=r-UBjL1zlgM
http://www.youtube.com/watch?v=T3LGxbxGhbg&feature=related
Criminological Theory (Florida State University) www.criminology.fsu.edu/crimtheory
Psychology of crime http://www.holah.karoo.net/alevel/crime.htm
Blogs and articles on psychology of crime http://www.psychologytoday.com/topics/law-andcrime
Other resources
The Crime and Deviance Channel
http://www.sociology.org.uk/cc_channel_subscriptions.htm
WJEC Level 3 Qualifications in Criminology (QCF) Specification 24
Unit 2
Realities and Perceptions of Crime
QCF code
M/503/3269
WJEC unit entry code
9612
Credit value
12
Guided learning hours
90
Aim and purpose
The purpose of this unit is for learners to be able to evaluate data and information on crime
and report on criminality in an objective and professional style.
Unit introduction
How do we decide what behaviour is criminal? Many people learn about the fear and
fascination of crime from the media, but is the media a reliable source of information? To
what extent are we misled by our tastes in programmes and newspapers about crime? Who
decides what behaviours should be against the law? Who gathers information about crime?
Can this information be trusted? Can we trust our own instincts?
Humans tend to judge other's behaviour by a variety of moral principles, not all of which are
inconsistent or based on accurate information. We gain our ideas of morality from a variety
of sources and one of the most important is the mass media. You may be familiar with the
way that the police gather information about crime; but you may not be aware that police
statistics can be inaccurate for a number of reasons to do with the way that data is collected.
Criminologists have developed a number of different procedures to learn about crime, but
these too have their limitations. You will learn that the media presentation of crime and
official statistics of crime may be influenced by social factors that we are not fully aware of.
At the end of this unit, you will know that crime is socially constructed in the sense that it is
people who choose to define an act as criminal. You will have gained skills to differentiate
between myth and reality when it comes to crime and to recognise that common
representations may be misleading and inaccurate. You will have learned how to report on
criminality, either a particular case or form of crime in an objective and professional style.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 25
Learning outcomes
Assessment criteria
The learner will:
The learner can:
LO1 understand social
constructions of criminality
AC1.1 Compare criminal behaviour
and deviance
Content
Criminal behaviour
 Social definition
 Legal definition
 Formal sanctions against criminals
 Variety of criminal acts
Deviance
 Norms, moral codes and values
 Informal and formal sanctions against deviance
 Forms of deviance
AC1.2 Explain the social construction
of criminality




How laws change from culture to culture
How laws change over time
How laws are applied differently according to circumstances in which
actions occur
Why laws are different according to place, time and culture
WJEC Level 3 Qualifications in Criminology (QCF) Specification 26
LO2 Know how media
represents criminality
AC2.1 Describe media
representation of crime
Media
 Forms of media
o Newspaper
o Television
o Cinema
o Electronic gaming
o New Media technologies (Blog, online, social networking etc)
 How different people use different media forms
 Information
 Identity
 Entertainment
 Making social connections
Crime
 Fictional representations of crime
 Factual representations of crime
LO3 Understand how media
affects the public perception of
criminality
AC3.2 Explain the impact of media
representations on public perception
of crime
Impacts
 Social panic
 Changing public concerns and attitudes
 Perceptions of crime trends
 Stereotyping of criminals
 Levels of response to crime and types of punishment
 Changing priorities and emphasis
WJEC Level 3 Qualifications in Criminology (QCF) Specification 27
LO4 Understand processes of
gaining information about
criminality
AC4.1 Evaluate methods of collecting
information about crime
Types and sources of data/information
 Official statistics
 Victim surveys
 Self report studies
Modes of research
 Primary research methods
o Questionnaires
o Interviews
 Secondary research methods
Evaluation criteria
 Reliability
 Validity
 Ethics of research
 Strengths and limitations
Reasons
 Targeting resources
 Understanding patterns and trends
 Tackling crime in our society
 Evaluating the success of crime prevention strategy
WJEC Level 3 Qualifications in Criminology (QCF) Specification 28
LO5 Be able to report on
criminality
AC5.1 Use language appropriate to
purpose and audience
Language
 For providing information
 Formal tone
 Formal style
 For sustaining audience interest
 Technical language
 Grammar, spelling, punctuation, syntax
AC5.2 Structure reports
Structure
 Use of headings
 Use of introduction
 Synthesising content
 Sequencing information
 Maintaining focus in content
 Draw conclusions
WJEC Level 3 Qualifications in Criminology (QCF) Specification 29
Performance bands
Learning Outcome
Assessment criteria
Pass
Merit
Distinction
AC1.1 Compare criminal
behaviour and deviance
Compares criminal behaviour
and deviance. Evidence is
mainly descriptive with
straightforward conclusions
mainly identifying similarities
and differences with limited
use of relevant examples
Compares criminal behaviour
and deviance giving simplistic
reasons for similarities and
differences, drawing on some
relevant examples
Compares criminal behaviour
and deviance giving well
reasoned conclusions for
similarities and differences,
drawing on relevant examples
AC1.2 Explain the social
construction of criminality
Explains the social
construction of criminality
LO2 Know how media
represents criminality
AC2.1 Describe media
representation of crime
Describes with some detail
media representations of
crime with limited use of
relevant examples
Describes in detail media
representations of crime with
use of a range of mainly
relevant examples
Describes in detail media
representations of crime with
the use of a range of relevant
examples
LO3 Understand how
media affects the public
perception of criminality
AC3.1 Explain the impact
of media representations
on public perception of
crime
Explains the impact of media
representations on public
perception of crime.
Evidence may have limited
reasoning and focus on a
limited range of media
representations
Explains with some clear
reasoning the impact of a
range of media
representations on public
perception of crime.
Evidence may have a limited
focus for public perception
Explains with clear and
detailed reasoning the impact
of a range of media on a
range of public perceptions of
crime
LO4 Understand
processes of gaining
information about
criminality
AC4.1 Evaluate methods
of collecting information
about crime
Evaluates the methods of
collecting information about
crime. Evidence is mainly
descriptive with some
reasoning to support
conclusions
Evaluates the methods of
collecting information about
crime with clear reasoning to
support conclusions and
reference to some specific
sources. Evidence will have
some application to situation
Evaluates the methods of
collecting information about
crime with clear reference to
a range of specific sources
with clear reasoning to
support conclusions.
Evidence will show clear and
valid application to situation
LO1 Understand social
constructions of criminality
WJEC Level 3 Qualifications in Criminology (QCF) Specification 30
LO5 Be able to report on
criminality
AC5.1 Use language
appropriate to purpose
and audience
Use language appropriate to
purpose and audience.
Some use of appropriate
technical language. There
may be some errors but these
will not detract from clarity of
meaning.
Use language, including
technical language,
appropriate to purpose and
audience with minor errors
AC5.2 Structure reports
Reports have a clear and
logical structure but may
make limited use of
techniques available.
Reports have a clear and
logical structure with use of a
range of techniques available,
some of which may not be
appropriate to support
effective communication
Reports have a clear and
logical structure with
appropriate use of a range of
techniques available to
support effective
communication
WJEC Level 3 Qualifications in Criminology (QCF) Specification 31
Assessment
Requirements for centres
This unit is internally assessed and externally moderated. All assessment must be
conducted under controlled assessment conditions and controls have been determined for
each stage of the assessment process: task setting, task taking and task marking.
Task setting:
To assist centres in the assessment of this unit, WJEC has provided a model assignment
along with guidance and criteria related to using it. The model assignment consists of tasks
that are applied and holistic in their approach. Model assignments are designed so that they
can be used as they are or adapted by centres to fit with the local sector needs and allow the
usage of local resources available to the centre. The model assignment includes information
on which aspects of the assignment can be adapted.
Task taking:
Under the process of task taking, controls are set for the key aspects of time, resources,
supervision and collaboration.

The time taken will be specified within the model assignment.

Resources must be provided that give learners fair and full access to the marking
criteria and are appropriate for the assessment and requirements of the unit. Details
of specific controls will be given within the model assessment.

Directions on where direct supervision is provided in the model assignment.

Directions on where collaboration is allowed within this unit will be detailed in the
model assignment for this unit.

Guidance on collaboration, and where it is permitted, will be given with the model
assignment.
Within WJEC model assignments, timing may be suggested for some individual tasks within
the overall assessment time. The purpose is to give consortia additional guidance to help to
manage the assessment task.
Task marking:
The centre must mark learner's assessment evidence against the performance bands for
each assessment criteria. The performance bands describe the depth which the
assessment criterion has been achieved by the learner.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 32
Guidance for Delivery
Making teaching vocationally relevant.
It is important that learners recognise the knowledge and understanding they develop are
vocationally relevant. There are a number of ways this can be achieved:

Arranging visits to workplaces for example a local radio station, a TV station or a
local newspaper to speak to journalists, or marketing and public relations managers
to consider how news stories are created.

Arranging talks by visiting speakers, for example from a Race Relations group, a
Rape Crisis Centre, a Disability Advocacy group or a Domestic Violence unit to look
at the experiences of victims of the types of crime.

Carrying out a practical activity based around a work-based scenario such as a
questionnaire designed to investigate which crimes people have experienced within
the last twelve months. They will consider the reliability, ethics and validity of their
results.
The following are examples of approaches to delivery which could be used to enhance the
learning and understanding of the vocational importance of appreciating different subjective
and objective approaches to reporting crime.
Example 1
Shopkeepers have been complaining about a perceived increase in shoplifting and bad
behaviour at a local mall. They have associated it with a small group of youths who hang
around in hooded tops on a Saturday. Learners will work with the security guards and the
police to investigate the truth or otherwise of the perception of the traders.
Example 2
Local women's groups are concerned about the development of a new housing project which
is being built with a number of walkways and passages. They are concerned that this leaves
opportunities for sexual attacks and make women vulnerable in their own homes. Learners
may be asked to work with the local council and the developers to consider how this
development should be planned to support residents. Using their understanding of women's
perception and fears of crime, learners will evaluate the genuine risks and make
recommendations for increased sense of security.
Example 3
A local estate has developed a very bad reputation for crime and violence; perhaps one that
is not fully deserved. This is having an impact on property prices and people's willingness to
live in the area. Learners may be asked to work with the police and other agencies to
consider how residents' fears may be allayed with a more realistic picture of life in that area
based on official statistics and police records of reported and recorded crime.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 33
Making contacts
Examples of organisations that may be approached to provide help include:






Local political representatives
Local council representatives
Women's groups and other advocacy groups
Neighbourhood Watch
Community Police Officers
Local statisticians and planners
Essential Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Application of Number, Communication and ICT Essential Skills (Wales).
Application of Number
Understand numerical data
Carry out calculations
Interpret results and present
findings
Communication
ICT
Speaking and listening

Reading

Writing

Use ICT systems
Find, select and exchange
information
Develop and present
information
WJEC Level 3 Qualifications in Criminology (QCF) Specification 34
Key Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Improving own learning and performance, Problem solving, and Working with
others, at Level 3.
Improving own learning and
performance
Problem solving
Working with others
Set targets using information
from appropriate people and
plan how these will be met

Take responsibility for your
learning, using your plan to help
meet targets and improve your
performance

Review progress and establish
evidence of your achievements

Explore a problem and identify
different ways of tackling it

Plan and implement at least
one way of solving the problem

Check if the problem has been
solved and review your
approach to problem solving

Plan work with others

Seek to develop co-operation
and check progress towards
your agreed objectives

Review work with others and
agree ways of improving
collaborative work in the future

PLTS
This unit provides opportunities for learners to develop the following Personal, learning and
thinking skills (PLTS)
Independent enquirers
IE1, IE3, IE4, IE5, IE6
Creative thinkers
Reflective learners
RL5
Team workers
TW1, TW2, TW4, TW6
Self managers
SM2, SM3,
Effective participators
WJEC Level 3 Qualifications in Criminology (QCF) Specification 35
Links to National Occupational Standards (NOS)
This unit forms part of WJEC Level 3 Qualifications in Criminology (QCF). The knowledge,
understanding and skills developed in this unit has links with the following NOS.
Criminal Justice Suite
AB1 Communicate effectively with people
BA2 Determine the concerns and priorities of communities in relation to safety, inclusion and the
prevention and reduction of crime and anti-social behaviour
Intelligence Analysis Suite
CM2 Obtain and evaluate information for intelligence analysis
WJEC Level 3 Qualifications in Criminology (QCF) Specification 36
Resources
Books
Mirrlees-Black C et al – The 1998 British Crime Survey: England and Wales (Home Office,
1998) ISBN 9781840821833
Reiner (2002) Media Made Criminality in Reiner, Robert and Maguire, Mike and Morgan,
Rod, (eds.) The Oxford Handbook of Criminology. Oxford University Press, Oxford, UK,
pp. 302-340. ISBN 9780199256099 http://www.sociology.org.uk/as4mm4b.pdf
Websites
Crime Statistics for England and Wales www.crimestatistics.org.uk
British Crime Survey http://www.statistics.gov.uk/ssd/surveys/british_crime_survey.asp
BBC news story http://news.bbc.co.uk/1/hi/uk/6224245.stm
Glasgow Media Group http://www.glasgowmediagroup.org/content/view/28/27/
Journals
British Journal of Criminology
British Society of Criminology
WJEC Level 3 Qualifications in Criminology (QCF) Specification 37
Unit 3
Social Control: Policy and Practice
QCF code
L/503/3280
WJEC unit entry code
9613
Credit value
12
Guided learning hours
90
Aim and purpose
The purpose of this unit is for learners to develop skills in order to research the effectiveness
of the process of social control in delivering policy in practice.
Unit introduction
Why do most of us tend to obey the law even when to do so is against our own interests?
What social institutions have we developed to ensure that people do obey laws? What
happens to those who violate our legal systems? Why do we punish people? How do we
punish people? What organisations do we have in our society to control criminality or those
who will not abide by the social rules that most of us follow? We spend a great deal of
taxpayers' money on social control, so how effective are these organisations in dealing with
criminality?
Most people in our society are law-abiding and unwilling to break laws. Law breaking is
frequently of the petty variety, so serious crime and repeat offending is often restricted to a
few people who cannot or will not abide by the rules that most of us consider to be so
important. Society has had to develop a complex system of mechanisms, processes and
organisations to ensure that people do not break the law. If they do commit crime, society
needs to be protected from their behaviour. These social institutions each have different
mechanisms, ideologies and policies. You will learn something of their variety, how they
work and their effectiveness in protecting and preventing us from criminality.
At the end of this unit, you will have gained skills in conducting research into the
effectiveness of an organisation which is part of our system of social control. You will have
learned how to plan, design and conduct a piece of research. You will learn how to analyse
the findings of your research and to present conclusions that are valid and reliable.
Note: The term agency in this context can be used to refer to an organisation as well as a
process of social control.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 38
Learning outcomes
Assessment criteria
The learner will:
The learner can:
LO1 Understand the purpose
of social control
AC1.1 Explain forms of social control
Content
Internal forms
 Rational ideology
 Tradition
 Internalisation of social rules and morality
External forms
 Coercion
 Fear of punishment
Control theory
 Reasons for abiding by the law
Practical applications of theories
 Left realism
o Decriminalisation of minor crime
o Democratic control of police
 Right realism
o Zero tolerance
o Neighbourhood watch
o Environmental controls (e.g. CCTV)
WJEC Level 3 Qualifications in Criminology (QCF) Specification 39
LO2 Understand how social
control is formalised
AC2.1 Describe the organisation of
the criminal justice system in the UK
Criminal Justice System
 Police
 Law creation
 Courts
 Formal punishment
 Relationships
AC2.2 Assess how forms of
punishment meet the aims
Aims of punishment
 Retribution/revenge
 Rehabilitation
 Deterrence
o Prevention of reoffending
o Deterrence of others from committing similar crimes
o Public protection
Forms of punishment
 Prison sentence
 Fines
 Good behaviour bonds
 Suspended sentence
 Community service
 sex offenders' register
 Death penalty
WJEC Level 3 Qualifications in Criminology (QCF) Specification 40
AC2.3 Analyse the role of agencies
in achieving social control
Agencies
 Government sponsored agencies
 Police
 Judiciary
 Prisons
 Probation
 Charities and pressure groups
 Voluntary
 Religious
 Philanthropy
Role
 Aims and objectives
 Funding
 Philosophy
 Working practices
 Types of criminality
 Types of offenders
 Reach (local, national)
WJEC Level 3 Qualifications in Criminology (QCF) Specification 41
LO3 Understand measures
used in social control
AC3.1 Assess the contribution of
agencies to achieving social control
Contribution
 Tactics and measures used by agencies
o Environmental
 Design
 Gated lanes
o Behavioural
 ASBO
 Token economy
o Institutional
o Disciplinary procedures
 Rule making
 Staged/phased
 Gaps in state provision
AC3.2 Explain the limitations of
agencies in achieving social control
Limitations
 Who is convicted?
 Who is controlled?
 Repeat offenders
 Recidivism
 Civil liberties and legal barriers
 Access to resources and support
 Finance
 Local and national policies
 Environment
 Crime committed by those with moral imperatives
WJEC Level 3 Qualifications in Criminology (QCF) Specification 42
LO4 Be able to research the
effectiveness of agencies of social
control
AC4.1 Plan research
Plan
 Identify scope
 Aims and objectives
 Actions
 Timelines
 Sequencing
 Priorities
 Milestones
 Monitoring
 Planned outputs
 Research methods
Research methods
 Primary
 Secondary
 Quantitative
 Qualitative
 Validity, ethics, reliability
AC4.2 Design research tools
Research tools
 Questionnaires
 Interview questions
 Focus group questions
 Research log
 Spreadsheet
 Databases
AC4.3 Analyse findings
Analyse findings
 Use of ICT software
 Collate information
 Scrutinise information for bias and influences
 Connect ideas
 Identify trends, patterns and causal relationships
 Interpret findings
AC4.4 Present conclusions
Present
 Using ICT software
 Use of diagrams and images
 Clarity of language, tone and style
 Pace of delivery
 Consideration of audiences
 Organisation of information
WJEC Level 3 Qualifications in Criminology (QCF) Specification 43
Performance bands
Learning Outcome
Assessment criteria
Pass
Merit
Distinction
Explains with some clear
reasoning a range of forms
of social control
Explains with clear and
detailed reasoning a range of
forms of social control
Assesses a range of relevant
forms of punishment, with
clear and valid reasoning to
support conclusions
LO1 Understand the purpose of social
control
AC1.1 Explain forms of
social control
Explains forms of social
control. Evidence has some
breadth but may have limited
reasoning
LO2 Understand how social control is
formalised
AC2.1 Describe the
organisation of the criminal
justice system in the UK
Describes in some detail the
organisation of the criminal
justice system in the UK
AC2.2 Assess how forms of
punishment meet the aims
Assesses how a range of
forms of punishment meet
the aims. Evidence is likely
to be mainly descriptive but
with some reasoning to
support conclusions
Assesses a range of forms of
punishment, with some clear
reasoning to support
conclusions of how they
meet the aims. Some
content may have limited
relevance to situation
AC2.3 Analyse the role of
agencies in achieving social
control
Analyses the role of a range
of agencies in achieving
control. Evidence may be
mainly descriptive but key
aspects will be highlighted
Analyses the role of a range
of relevant agencies in
achieving control. Analysis
highlights key patterns and
relationships
WJEC Level 3 Qualifications in Criminology (QCF) Specification 44
Performance bands
Learning Outcome
LO3 Understand measures used in
social control
LO4 Be able to research the
effectiveness of agencies of social
control
Assessment criteria
Pass
Merit
Distinction
AC3.1 Assess the
contribution of agencies to
achieving social control
Assesses the contribution of
agencies to achieving social
control. Evidence is likely to
be mainly descriptive. Some
limited objective reasoning
will be included using
evidence to support
conclusions
Assesses the contribution of
agencies to achieving social
control with some object
reasoning using some
evidence of primary data to
support conclusions
Assesses with clear, detailed
and objective reasoning the
contribution of agencies in
achieving social control.
Evidence draws on primary
and secondary data to
support conclusions
AC3.2 Explain limitations of
agencies in achieving social
control
Explains with some clear
reasoning limitations of
agencies in achieving social
control
Explains with clear and
detailed reasoning limitations
of agencies in achieving
social control
AC4.1 Plan research
Plans research providing
some detail of actions using
mainly appropriate actions
and timelines
Plans in some detail
appropriate research
activities. Plans are logically
sequenced
AC4.2 Design research
tools
Designs a range of
appropriate research tools
that are mainly fit for purpose
AC4.3 Analyse findings
Analyses findings. Evidence
may be limited and mainly
descriptive but key aspects
will be highlighted
AC4.4 present conclusions
Presents conclusions with a
clear and logical structure
and appropriate use of oral
communication skills
Analyses findings
highlighting key patterns and
relationships to draw mainly
appropriate conclusions
Analyses in detail a wide
range of findings from primary
and secondary sources
highlighting causal
relationships and patterns to
draw appropriate conclusions
WJEC Level 3 Qualifications in Criminology (QCF) Specification 45
Assessment
Requirements for centres
This unit is internally assessed and externally moderated. All assessment must be
conducted under controlled assessment conditions and controls have been determined for
each stage of the assessment process: task setting, task taking and task marking.
Task setting:
To assist centres in the assessment of this unit, WJEC has provided a model assignment
along with guidance and criteria related to using it. The model assignment consists of tasks
that are applied and holistic in their approach. Model assignments are designed so that they
can be used as they are or adapted by centres to fit with the local sector needs and allow the
usage of local resources available to the centre. The model assignment includes information
on which aspects of the assignment can be adapted.
Task taking:
Under the process of task taking, controls are set for the key aspects of time, resources,
supervision and collaboration.

The time taken will be specified within the model assignment.

Resources must be provided that give learners fair and full access to the marking
criteria and are appropriate for the assessment and requirements of the unit. Details
of specific controls will be given within the model assessment.

Directions on where direct supervision is provided in the model assignment.

Directions on where collaboration is allowed within this unit will be detailed in the
model assignment for this unit.

Guidance on collaboration, and where it is permitted, will be given with the model
assignment.
Within WJEC model assignments, timing may be suggested for some individual tasks within
the overall assessment time. The purpose is to give consortia additional guidance to help to
manage the assessment task.
Task marking:
The centre must mark learner's assessment evidence against the performance bands for
each assessment criteria. The performance bands describe the depth which the
assessment criterion has been achieved by the learner.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 46
Guidance for Delivery
Making teaching vocationally relevant.
It is important that learners recognise the knowledge and understanding they develop are
vocationally relevant. There are a number of ways this can be achieved:

Arranging visits to workplaces for example courts, police stations, Parliament,
Regional Assemblies, councils and local charity bodies dealing with the disaffected,
criminal and excluded.

Arranging talks by visiting speakers, for example from courts, police stations,
Parliament, Regional Assemblies, councils and local charity bodies dealing with the
disaffected, criminal and excluded.

Carrying out a practical activity based around an observation or a placement with a
charity or a community service group to see how policy translates into practice within
an organisation.
The following are examples of approaches to delivery which could be used to enhance the
learning and understanding of the vocational importance the effectiveness of agency in
achieving social control.
Example 1
Learners will conduct an investigation into pastoral and disciplinary groups within a school or
college to understand how rule breaking is managed and controlled. Learners will consider
the effectiveness of policy decisions in controlling anti-social behaviour. A visit to the special
education department to consider positive reward strategies may be of considerable value.
How is the potential for anti-social behaviour identified before it occurs and what strategies
are used to defuse tension and aggression?
Example 2
Learners will visit an airport, a theme park, a football match or any other situation where
there are large groups of people, to look at how behaviour is managed. They will therefore
consider the strategies used by the authorities to maintain control. Learners will work with
the security organisations to recognise the strategies that may be employed to prevent antisocial or disruptive behaviour. They may wish to consider the responses of the public to see
how they react to the application of control.
Example 3
Mature learners may benefit from experience of considering how behaviours are managed in
situations that are socially and emotionally volatile such as in pubs or clubs. How is the
potential for anti-social behaviour identified before it occurs and what strategies are used to
defuse tension and aggression?
WJEC Level 3 Qualifications in Criminology (QCF) Specification 47
Making contacts
Examples of organisations that may be approached to provide help include:








Community Police Officers
Local airports
Courts
Theme parks
Organisers of sport fixtures
Regional assemblies (for security arrangements)
Social venues where alcohol may be consumed
Charities and community groups
Essential Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Application of Number, Communication and ICT Essential Skills (Wales).
Application of Number
Communication
Understand numerical data

Carry out calculations

Interpret results and present
findings

Speaking and listening

Reading

Writing
ICT
Use ICT systems

Find, select and exchange
information

Develop and present
information

WJEC Level 3 Qualifications in Criminology (QCF) Specification 48
Key Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Improving own learning and performance, Problem solving, and Working with
others, at Level 3.
Improving own learning and
performance
Problem solving
Working with others
Set targets using information
from appropriate people and
plan how these will be met

Take responsibility for your
learning, using your plan to help
meet targets and improve your
performance

Review progress and establish
evidence of your achievements

Explore a problem and identify
different ways of tackling it

Plan and implement at least
one way of solving the problem

Check if the problem has been
solved and review your
approach to problem solving

Plan work with others

Seek to develop co-operation
and check progress towards
your agreed objectives

Review work with others and
agree ways of improving
collaborative work in the future

PLTS
This unit provides opportunities for learners to develop the following Personal, learning and
thinking skills (PLTS)
Independent enquirers
IE1, IE2, IE3, IE4, IE5, IE6
Creative thinkers
CT1, CT2, CT3, CT4
Reflective learners
RL2, RL3, RL4, RL5
Team workers
TW1, TW2, TW4, TW6
Self managers
SM2, SM3, SM7
Effective participators
EP1
WJEC Level 3 Qualifications in Criminology (QCF) Specification 49
Links to National Occupational Standards (NOS)
This unit forms part of WJEC Level 3 Qualifications in Criminology (QCF). The knowledge,
understanding and skills developed in this unit has links with the following NOS.
Criminal Justice Suite
AB1
Communicate effectively with people
BA2
Determine the concerns and priorities of communities in relation to safety, inclusion and the
prevention and reduction of crime and anti-social behaviour
BA12
Address problems identified with community safety and inclusion
Intelligence Analysis Suite
CM2
Obtain and evaluate information for intelligence analysis
CM3
Apply analytical techniques to interpret information for intelligence analysis
WJEC Level 3 Qualifications in Criminology (QCF) Specification 50
Resources
Books
Kelling L and Coles C M – Fixing Broken Windows: Restoring Order and Reducing
Crime in Our Communities (Simon and Schuster Inc, 1998) ISBN 9780684837383
Martin Innes - 2003 Understanding social control: deviance, crime and social order
McGraw Hill ISBN 0335209408
Websites
http://www.antisocialbehaviour.org.uk/news-worthy/2006/respect_agenda.php Anti-Social
Behaviour
www.brokenwindows.com/windows_theory.html Broken Windows Theory
www.civitas.org.uk The Institute for the Study of Civil Society
Journals
Civil Liberties Review
WJEC Level 3 Qualifications in Criminology (QCF) Specification 51
Unit 4
Changing Awareness of Crime
QCF code
H/503/3284
WJEC unit entry code
9614
Credit value
12
Guided learning hours
90
Aim and purpose
There are many crimes that go unreported and under-reported and the purpose of this unit is
to develop learners' knowledge and understanding of these crimes. They will also develop
skills needed to plan for a campaign for change, whether a change in awareness, policy or
action.
Unit introduction
Not all types of crime are alike. What different types of crime are there which take place in
our society? What kinds of crime exist about which we know very little, or which are simply
not reported to the police and the media? Why are some crimes under-reported or not in the
public eye? How do we explain people's reluctance to come forward about crimes of which
they have been the victim? Some crimes which seem inoffensive, such as counterfeiting of
designer goods have actually been linked to the funding of more serious crime such as
terrorism and people trafficking; so why do people turn a blind eye to these 'mild' crimes?
What are the social consequences of unreported crime? What methods have governments
and other agencies used to raise social awareness of these crimes?
Knowing about the wide range of different crimes and the reasons people have for not
reporting such crimes will give you an understanding of the complexity of behaviours and the
social implications of such crimes and criminality. By undertaking this unit, you will learn to
understand the importance of hidden crime and to use and assess methods used to educate
professionals and the general public into an understanding of such crime.
At the end of this unit you will have gained the skills to understand the importance of
changing public perceptions of crime. You also know why it is important to educate people
about crime and criminality in our society. You will be able to use and assess a variety of
methods used by agencies to raise awareness of crime so that it can be tackled effectively.
You will have gained the skills to plan a campaign of your own choosing.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 52
Learning outcomes
Assessment criteria
The learner will:
The learner can:
LO1 Know typologies of crime
AC1.1 Exemplify different types of
crime
Content
Types of crime
 White collar
o Organised
o Corporate
o Professional
 Moral
 State
o Human rights
 Technological
o E-crime
 Individual
o Hate crime
o Honour crime
o Domestic abuse
Exemplification
 Criminal offences
 Types of victim
 Types of offender
 Level of public awareness
WJEC Level 3 Qualifications in Criminology (QCF) Specification 53
LO2 Understand
consequences of unreported
crime
AC2.1 Explain why certain crimes are
unreported
Personal reasons
 Fear
 Shame
 Disinterest
 Not affected
 Victimless crime
Social and cultural reasons
 Lack of knowledge
 Complexity
 Lack of Media interest
 Lack of current public concern
 Culture bound crime (e.g. Honour killing or witchcraft cases)
AC2.2 Explain consequences of
unreported crime
Consequences
 Ripple effect
 Links to terrorism
o Whole of society
o Individual
 Human rights violations
 Cultural
 Decriminalisation
 Police prioritisation
 Unrecorded crime
Implications
 Cultural change
 Legal change
 Procedural change
WJEC Level 3 Qualifications in Criminology (QCF) Specification 54
LO3 Understand how
campaigns are used to elicit
change
AC3.1 Describe the purpose of
campaigns for change
Purposes
 Change in policy
 Change in law
 Change in priorities of agencies
 Change in funding
 Change in awareness
 Change in attitude
AC3.2 Evaluate methods used in
campaigns for change
Methods
 Media used
o Blogs
o Viral messaging
o Social networking
o Advertising
o Radio
o Television
o Film
o Documentary
o Word of mouth
o Events
 Materials used
o Leaflets
o Advertisements
o Blogs
o Public appearances
o Press releases
o Messaging
o Viral materials
o Merchandise
WJEC Level 3 Qualifications in Criminology (QCF) Specification 55
LO4 Plan campaigns for
change relating to crime
AC4.1 Plan a campaign for change
relating to crime
Plan







AC4.2 Design materials for use in
campaigning for change
Materials
 Leaflets
 Advertisements
 Press releases
 Merchandise
 Podcasts
Aims and objectives
Target audience
Methods to be used
Materials to be used
Finances
Timescales
Resources needed
Design
 Structure of information
 Use of images or other accentuating features
 To capture attention
 Promotes action
 Persuasive language
AC4.3 Use ICT in developing
materials for use in campaigning for
change
ICT software to produce
 Podcasts
 Leaflets
 Advertisements
AC4.4 Plan for evaluation of a
campaign for change
Evaluation
 Success criteria
 Evaluative techniques
 Design of questionnaires
WJEC Level 3 Qualifications in Criminology (QCF) Specification 56
Performance bands
Learning Outcome
Assessment criteria
Pass
Merit
Distinction
Describes a wide range of
crimes using a range of clear
and detailed examples
LO1 Know typologies of crime
AC1.1 Exemplify different
types of crime
Describes a range of
crimes with limited
exemplification
Describes a range of
crimes using a range of
clear examples
LO2 Understand
consequences of unreported
crime
AC2.1 Explain why
certain crimes are
unreported
Explains with some clear
reasoning why a range of
crimes are unreported
Explains with clear
reasoning why a range of
crimes are unreported,
using some appropriate
examples to support
reasoning
AC2.2 Explain
consequences of
unreported crime
Explains, with limited
reasoning, a range of
consequences of
unreported crime
Explains with some clear
reasoning consequences
of unreported crime, using
some appropriate
examples to support
reasoning
Explains with clear and
detailed reasoning
consequences of unreported
crime, using appropriate
examples to support reasoning
AC3.1 Describe the
purpose of campaigns for
change
Describes with some
detail the purpose of a
range of appropriate
campaigns for change
AC3.2 Evaluate methods
used in campaigns for
change
Evaluates methods used
in a range of campaigns
for change. Evidence is
likely to be mainly
descriptive with limited
reasoning. Some
campaigns may not be
relevant
Evaluates methods used
in a range of appropriate
campaigns for change.
Evidence is likely to
include some well
reasoned judgements
Evaluates methods used in a
range of appropriate
campaigns for change.
Evidence is likely to include
well reasoned judgements
LO3 Understand how
campaigns are used to elicit
change
WJEC Level 3 Qualifications in Criminology (QCF) Specification 57
LO4 Plan campaigns for
change relating to crime
AC4.1 Plan a campaign
for change relating to
crime
Plan for campaign has
mainly appropriate actions
shown in appropriate
sequence but may lack
detail
Plan for campaign has
mainly appropriate
actions, shown in
appropriate sequence,
with some detail
AC4.2 Design materials
for use in campaigning for
change
Materials show some
design element, make
clear the purpose of the
campaign and use some
persuasive language
Materials are well
designed to stimulate
interest and action
AC4.3 Use ICT in
developing materials for
use in campaigning for
change
ICT is used effectively to
developing materials for
use in campaign
AC4.4 Plan for evaluation
of a campaign for change
Plan for evaluation
includes appropriate
actions shown in
appropriate sequence.
Evaluation materials are
appropriate to plan but
may have some limitations
Plan for evaluation
includes appropriate
actions shown in
appropriate sequence.
Evaluation materials are
appropriate to plan, well
designed and fit for
purpose
Plan for campaign has
appropriate actions and
sequencing in detail
WJEC Level 3 Qualifications in Criminology (QCF) Specification 58
Assessment
Requirements for centres
This unit is internally assessed and externally moderated. All assessment must be
conducted under controlled assessment conditions and controls have been determined for
each stage of the assessment process: task setting, task taking and task marking.
Task setting:
To assist centres in the assessment of this unit, WJEC has provided a model assignment
along with guidance and criteria related to using it. The model assignment consists of tasks
that are applied and holistic in their approach. Model assignments are designed so that they
can be used as they are or adapted by centres to fit with the local sector needs and allow the
usage of local resources available to the centre. The model assignment includes information
on which aspects of the assignment can be adapted.
Task taking:
Under the process of task taking, controls are set for the key aspects of time, resources,
supervision and collaboration.

The time taken will be specified within the model assignment.

Resources must be provided that give learners fair and full access to the marking
criteria and are appropriate for the assessment and requirements of the unit. Details
of specific controls will be given within the model assessment.

Directions on where direct supervision is provided in the model assignment.

Directions on where collaboration is allowed within this unit will be detailed in the
model assignment for this unit.

Guidance on collaboration, and where it is permitted, will be given with the model
assignment.
Within WJEC model assignments, timing may be suggested for some individual tasks within
the overall assessment time. The purpose is to give consortia additional guidance to help to
manage the assessment task.
Task marking:
The centre must mark learner's assessment evidence against the performance bands for
each assessment criteria. The performance bands describe the depth which the
assessment criterion has been achieved by the learner.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 59
Guidance for Delivery
Making teaching vocationally relevant.
It is important that learners recognise the knowledge and understanding they develop are
vocationally relevant. There are a number of ways this can be achieved:

Arranging visits to workplaces for example charities and interest groups: Rape Crisis,
Domestic Abuse, Ethnic Minority self-advocacy groups.

Arranging talks by visiting speakers, for example from Parliament, Regional
Assemblies, councils and local charity bodies dealing with the disaffected, criminal
and excluded.

Carrying out a practical activity based around an observation or a placement with a
charity or a community service group to see how the charity promotes its activities,
supports members and makes its interests known to the wider public.
The following are examples of approaches to delivery which could be used to enhance the
learning and understanding of the vocational importance of the implications of crime being
unreported to society and professionals working in the sector.
Example 1
Learners will conduct an investigation using a convenience sample into under-reported or
victimless crime to discover reasons why the crime has not been reported and to consider
the impact on victims. Ethical considerations are important here and learners should avoid
socially sensitive crime such as rape or drug abuse.
Example 2
Learners will visit Victim Support or any charity concerned with Hate Crime. Learning
Disability and Mental Health advocacy groups may prove fruitful. They will learn more about
the incidence of crime relating to these groups and how the groups attempt to raise
awareness among the general public of the issues that they face in daily life.
Example 3
Learners could visit a large organisation to consider security issues within the company.
What are the consequences of crime within the company? What is the incidence of such
crime? How is crime dealt with? This would be of interest if the Police were contacted to
consider the crimes or misdemeanours of officers. What procedures exist for the censure
and punishment of offending officers?
Making contacts
Examples of organisations that may be approached to provide help include:





Victim support
NACRO
Probation Services
Commercial organisations
Police Headquarters
WJEC Level 3 Qualifications in Criminology (QCF) Specification 60
Essential Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Application of Number, Communication and ICT Essential Skills (Wales) at
Level 3.
Application of Number
Understand numerical data
Carry out calculations
Interpret results and present
findings
Communication
ICT
Speaking and listening

Reading

Writing

Use ICT systems

Find, select and exchange
information

Develop and present
information

Key Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Improving own learning and performance, Problem solving, and Working with
others, at Level 3.
Improving own learning and
performance
Problem solving
Working with others
Set targets using information
from appropriate people and
plan how these will be met

Take responsibility for your
learning, using your plan to help
meet targets and improve your
performance

Review progress and establish
evidence of your achievements

Explore a problem and identify
different ways of tackling it

Plan and implement at least
one way of solving the problem

Check if the problem has been
solved and review your
approach to problem solving

Plan work with others

Seek to develop co-operation
and check progress towards
your agreed objectives

Review work with others and
agree ways of improving
collaborative work in the future

WJEC Level 3 Qualifications in Criminology (QCF) Specification 61
PLTS
This unit provides opportunities for learners to develop the following Personal, learning and
thinking skills (PLTS)
Independent enquirers
IE1, IE2
Creative thinkers
CT1, CT2, CT3, CT4, CT5, CT6
Reflective learners
RL1, RL2, RL3, RL4, RL5, RL6
Team workers
TW1, TW2, TW3, TW4, TW6
Self managers
SM2, SM3, SM7
Effective participators
EP1, EP2, EP3, EP4, EP5, EP6
Links to National Occupational Standards (NOS)
This unit forms part of WJEC Level 3 Qualifications in Criminology (QCF). The knowledge,
understanding and skills developed in this unit has links with the following NOS.
Criminal Justice Suite
AB1
Communicate effectively with people
BA10
Develop policies to promote community justice and social inclusion in partnership with others
BA12
Address problems identified with community safety and inclusion
Intelligence Analysis Suite
CM2
Obtain and evaluate information for intelligence analysis
Resources
Books
Hobbs, D (1995) Bad Business. Professional Crime in Modern Britain OUP
ISBN 978-0-19-825848-3
Bowling B, Phillips C (2002) Race, Crime and Criminal Justice (Longman Criminology Series)
ISBN 0582 299665
Websites
http://www.confronthiddencrime.com/ Domestic abuse website
http://technology.timesonline.co.uk/tol/news/tech_and_web/the_web/article2872726.ece
News story about technocrime
http://news.bbc.co.uk/1/hi/magazine/7570305.stm
Disability Hate Crime news story and discussion piece
WJEC Level 3 Qualifications in Criminology (QCF) Specification 62
Unit 5
Crime Scene to Courtroom
QCF code
Y/503/3296
WJEC unit entry code
9615
Credit value
12
Guided learning hours
90
Aim and purpose
Through this unit, learners will develop the understanding and skills needed to examine
information to review the justice of verdicts in criminal cases
Unit introduction
What are the roles of personnel involved when a crime is detected? What investigative
techniques are available to investigators to help to identify the culprit? Do techniques differ
depending on the type of crime being investigated? What happens to a suspect once
charged by the police and the Crown Prosecution Service? What safeguards are in place to
ensure a suspect has a fair trial?
The criminal trial process involves many different people and agencies, learning about the
roles of these will give you a clearer insight into what happens once a crime is detected and
the process that leads to either a guilty or non-guilty verdict. There are strict rules as to how
evidence is collected from a crime scene and also strict rules governing the giving of
evidence in court; learning about these rules will allow you to review the trial process and
assess whether the aims of the criminal justice system have been met. You may be familiar
with the role of the jury in the Crown Court, but you may not be aware of the many different
factors that influence jury decision making. By undertaking this unit you will be able to
assess the use of lay people in determining the fate of a suspect and evaluate the criminal
trial process from crime scene to courtroom.
A miscarriage of justice occurs when an innocent person goes to prison and when the guilty
person is still free and unpunished. At the end of this unit you will have gained the skills to
review criminal cases, evaluating the evidence in the cases to determine whether the verdict
is safe and just.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 63
Learning outcomes
Assessment criteria
The learner will:
The learner can:
LO1 Understand the process
of criminal investigations
AC1.1 Analyse the roles of personnel
involved in criminal investigations
Content
Personnel
 Scenes of crime officers
 Forensic specialists
 Forensic scientists
 Police officers / detectives
 Crown Prosecution Service
 Pathologist
 Other investigative agencies e.g. Serious and Organised Crime
Agency; Customs and Excise
Limitations
 Cost
 Expertise
 Availability
WJEC Level 3 Qualifications in Criminology (QCF) Specification 64
AC1.2 Assess the use of
investigative techniques in criminal
investigations
Techniques
 Forensic
 Surveillance techniques
 Profiling techniques
 Use of Intelligence databases e.g. National DNA Database
 Interview
o Eye witnesses
o Other witnesses
 Observation etc.
Use of techniques
 Situation
o Crime scene
o Laboratory
o Police station
o 'Street'
 Type of crime
o Violent crime
o E-crime
o Property crime
AC1.3 Explain how evidence is
processed
Types of evidence
 Physical Evidence
 Testimonial Evidence
Process
 Collection
 Transfer
 Storage
 Analysis
 Personnel involved
AC1.4 Explain rights of individuals in
criminal investigations
Individuals
 Suspects
 Victims
 Witnesses
WJEC Level 3 Qualifications in Criminology (QCF) Specification 65
LO2 Understand the process
for prosecution of suspects
AC2.1 Explain the requirements on
CPS for prosecuting suspects
Requirements
 Charging role – Criminal Justice Act 2003
 Prosecution of Offences Act 1985
 Full Code Test
AC2.2 Describe trial processes
Process
 Pre-trial
 Bail
 Roles
 Plea bargaining
 Courts
 Appeals
AC2.3 Assess key influences
affecting the outcomes of criminal
cases
Influences
 Evidence
 Media
 Witnesses
 Experts
 Laypeople
 Politics
 Judiciary
 Barristers and legal teams
AC2.4 Explain rules in relation to the
use of evidence in criminal cases
Rules of evidence
 Relevance and admissibility
 Disclosure of Evidence
 Hearsay rule and exceptions
 Legislation - Criminal Justice Act 2003;Police and Criminal Evidence
Act 1984; Criminal Procedures and Investigations Act ; Youth justice
and Criminal Evidence Act; Criminal Procedure Rules
AC2.5 Assess the use of laypeople in
criminal cases
Laypeople
 Juries
 Magistrates
AC2.6 Outline models of criminal
justice
Models
 Due process
 Crime control
WJEC Level 3 Qualifications in Criminology (QCF) Specification 66
LO3 Be able to review criminal
cases
AC3.1 Examine information for
validity
Examine for
 Bias
 Opinion
 Circumstances
 Currency
 Accuracy
Information
 Evidence
 Trial transcripts
 Media reports
 Judgements
 Law Reports
AC3.2 Draw conclusions from
information
Conclusions
 Just verdicts
 Miscarriage
 Safe verdicts
 Just sentencing
WJEC Level 3 Qualifications in Criminology (QCF) Specification 67
Performance bands
Learning Outcome
LO1 Understand the process of
criminal investigations
Assessment criteria
Pass
Merit
AC1.1 Analyse the roles of
personnel involved in
criminal investigation
Analyses the roles of
personnel involved in
criminal investigations.
Evidence may have limited
reasoning or relevance
Analyses, with some clear
reasoning and relevance the
roles of personnel involved in
criminal investigations
AC1.2 Assess the use of
investigative techniques in
criminal investigations
Assesses the use of a limited
range of investigative
techniques in criminal
investigations. Evidence
may be limited in terms of
judgements and reasoning
and be mainly descriptive.
Some examples used are
relevant
Assesses the use of a range
of investigative techniques in
criminal investigations.
Evidence will have some
reasoning for judgements
made based on some
relevant examples
AC1.3 Explain how
evidence is processed
Explains how evidence is
processed. Evidence may
be mainly descriptive with
limited reasoning or
relevance
Explains with some clear
relevance and reasoning
how evidence is processed
AC1.4 Explain rights of
individuals in criminal
investigations
Explains rights of individuals
in criminal investigations.
Evidence may be mainly
descriptive
Distinction
Assesses the use of a range of
investigative techniques in
criminal investigations. Evidence
will have clear and detailed
reasoning for judgements made
based on relevant examples
WJEC Level 3 Qualifications in Criminology (QCF) Specification 68
LO2 Understand the process for
prosecution of suspects
AC2.1 Explain requirements
on CPS for prosecuting
suspects
Explains requirements on
CPS for prosecuting
suspects. Evidence may be
mainly descriptive
AC2.2 Describe trial
processes
Describes in some detail
relevant aspects of trial
processes
AC2.3 Assess key
influences affecting the
outcomes of criminal cases
Assesses key influences
affecting the outcomes of
criminal cases. Evidence
may be limited in terms of
judgements and reasoning
and be mainly descriptive.
Some examples used are
relevant
Assesses key influences
affecting the outcomes of
criminal cases. Evidence will
have some reasoning for
judgements made based on
some relevant examples
AC2.4 Explain rules in
relation to use of evidence in
criminal cases
Explains rules in relation to
use of evidence in criminal
cases. Evidence may be
mainly descriptive with some
relevance
Explains in some detail the
mainly relevant rules in
relation to use of evidence in
criminal cases
AC2.5 Assess the use of
laypeople in criminal cases
Assesses the use of
laypeople in criminal cases.
Evidence may be limited in
terms of judgements and
reasoning and be mainly
descriptive. Some examples
used are relevant
Assesses the use of
laypeople in criminal cases.
Evidence will have some
reasoning for judgements
made based on some
relevant examples
AC2.6 Outline models of
criminal justice
Outlines models of criminal
justice in relation to relevant
criminal cases
Explains with some clear
reasoning and relevance
requirements on CPS for
prosecuting suspects
Assesses key influences affecting
the outcomes of criminal cases.
Evidence will have clear and
detailed reasoning for judgements
made based on relevant
examples
Assesses the use of laypeople in
criminal cases. Evidence will
have clear and detailed reasoning
for judgements made based on
relevant examples
WJEC Level 3 Qualifications in Criminology (QCF) Specification 69
LO3 Be able to review criminal
cases
AC3.1 Examine information
for validity
Examines a range of
information sources and
assesses for validity, giving
mainly appropriate reasoning
Examines a range of
information sources and
assesses for validity,
providing clear and
appropriate reasoning
AC3.2 Draw conclusions
from information
Draws conclusions on
criminal cases. Conclusions
may be mainly subjective,
with limited evidence used in
support
Draws some objective
conclusions on criminal
cases, using some evidence
and reasoning in support of
conclusions
Draws objective conclusions on
criminal cases, using evidence
and reasoning in support of
conclusions.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 70
Assessment
Requirements for centres
This unit is internally assessed and externally moderated. All assessment must be
conducted under controlled assessment conditions and controls have been determined for
each stage of the assessment process: task setting, task taking and task marking.
Task setting:
To assist centres in the assessment of this unit, WJEC has provided a model assignment
along with guidance and criteria related to using it. The model assignment consists of tasks
that are applied and holistic in their approach. Model assignments are designed so that they
can be used as they are or adapted by centres to fit with the local sector needs and allow the
usage of local resources available to the centre. The model assignment includes information
on which aspects of the assignment can be adapted.
Task taking:
Under the process of task taking, controls are set for the key aspects of time, resources,
supervision and collaboration.

The time taken will be specified within the model assignment.

Resources must be provided that give learners fair and full access to the marking
criteria and are appropriate for the assessment and requirements of the unit. Details
of specific controls will be given within the model assessment.

Directions on where direct supervision is provided in the model assignment.

Directions on where collaboration is allowed within this unit will be detailed in the
model assignment for this unit.

Guidance on collaboration, and where it is permitted, will be given with the model
assignment.
Within WJEC model assignments, timing may be suggested for some individual tasks within
the overall assessment time. The purpose is to give consortia additional guidance to help to
manage the assessment task.
Task marking:
The centre must mark learner's assessment evidence against the performance bands for
each assessment criteria. The performance bands describe the depth which the
assessment criterion has been achieved by the learner.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 71
Guidance for Delivery
Making teaching vocationally relevant
It is important that learners recognise the knowledge and understanding they develop are
vocationally relevant. There are a number of ways in which this can be achieved:

Arranging visits to workplaces, for example a local magistrates court and Crown
court, a police station, Crown Prosecution Service offices, or barristers chambers to
see the roles they play in the criminal trial process

Carrying out a practical activity based around a work-based scenario such as acting
as a Crown Prosecutor and working on a criminal case and exploring both the public
interest and evidential tests to determine prosecution

Arranging talks by visiting speakers, for example a Crown Prosecution Service
solicitor to look at the tests they employ when deciding whether to prosecute a
suspect; or a CID Officer to discuss the various techniques and aids available when
carrying out an investigation; or a scenes of crime officer to look at how evidence
gathering is carried out
The following are examples of approaches to delivery which could be used to enhance the
learners understanding of the vocational importance of following correct procedures when
dealing with criminal cases.
Example 1
A dead body has been discovered next to a public toilet block in the local park, the man had
been stabbed and there was a bloody fingerprint and several trails of blood discovered on
initial investigation. The dead man appears to fit the description of a man reported missing
by his wife the previous evening. Learners may be asked to consider the forensic
opportunities that are present at this stage and what the next steps would be in this
investigation, and the agencies that would need to be involved to investigate this crime.
Using their understanding of the roles of those who work within a criminal investigation and
the retrieval of evidence from a crime scene, they are required to work with representatives
from the police and scientific support to understand whether the process of the criminal
investigation has been carried out properly.
Example 2
A group of final year Law students at a local University are running an Innocence Project to
look into cases where the convicted person claims to be innocent and have been wrongly
convicted. Learners will work with the students to review the evidence in the cases and to
determine whether the conviction was safe and reliable, and to make recommendations for
appeal in those that are felt to be unsafe.
Example 3
A case has come into the local Crown Prosecution Service office; it is the death of a
terminally ill lady by her husband, who claims that he killed her to end her suffering. The
man has been charged with her murder. Learners will work with the Crown Prosecution
Service caseworkers and solicitor and apply the Full Code test to determine the evidential
and public interest factors in prosecuting the man.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 72
Making Contacts
Examples of organisations that may be approached to provide help include:








Magistrates court
Crown Court
Crown Prosecution Service
Police
Barristers and solicitors
Scientific Support / scenes of crime officers
Pathologist
Customs and Excise
Essential Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Application of Number, Communication and ICT Essential Skills (Wales) at
Level 3.
Application of Number
Understand numerical data
Carry out calculations
Interpret results and present
findings
Communication
ICT
Speaking and listening

Reading

Writing

Use ICT systems
Find, select and exchange
information
Develop and present
information
WJEC Level 3 Qualifications in Criminology (QCF) Specification 73
Key Skills
This unit provides opportunities for learners to develop a range of skills. This table shows
the links to Improving own learning and performance, Problem solving, and Working with
others, at Level 3.
Improving own learning and
performance
Problem solving
Working with others
Set targets using information
from appropriate people and
plan how these will be met

Take responsibility for your
learning, using your plan to help
meet targets and improve your
performance

Review progress and establish
evidence of your achievements

Explore a problem and identify
different ways of tackling it

Plan and implement at least
one way of solving the problem

Check if the problem has been
solved and review your
approach to problem solving

Plan work with others

Seek to develop co-operation
and check progress towards
your agreed objectives

Review work with others and
agree ways of improving
collaborative work in the future

PLTS
This unit provides opportunities for learners to develop the following Personal, learning and
thinking skills (PLTS)
Independent enquirers
IE1, IE3, IE4, IE5, IE6
Creative thinkers
CT2, CT3, CT4
Reflective learners
RL1, RL2, RL3, RL4, RL5, RL6
Team workers
TW1, TW2, TW4, TW6
Self managers
SM2, SM3, SM7
Effective participators
EP1, EP2, EP5
WJEC Level 3 Qualifications in Criminology (QCF) Specification 74
Links to National Occupational Standards (NOS)
This unit forms part of WJEC Level 3 Qualifications in Criminology (QCF). The knowledge,
understanding and skills developed in this unit has links with the following NOS.
Criminal Justice Suite
AB1 Communicate effectively with people
DA1 Provide and obtain information at courts and formal hearings
DA2 Exchange information and present at courts and formal hearings
Intelligence Analysis Suite
CM2 Obtain and evaluate information for intelligence analysis
Resources
Books
Gardner R and Bevel T (2009) Practical Crime Scene Analysis and Reconstruction
(Practical Aspects of Criminal & Forensic Investigations) Taylor and Francis group
ISBN 9781420065510
Ebisike, Norbert (October 2008). Offender profiling in the courtroom: the use and abuse
of expert witness testimony. Greenwood Publishing Group. ISBN 9780313362101.
Websites
http://www.crimescenenet.co.uk/ courtroom presentation website
http://www.forensic.gov.uk/ Forensic Science Service
http://www.exploreforensics.co.uk/ Explore Forensics
WJEC Level 3 Qualifications in Criminology (QCF) Specification 75
5
ASSESSMENT AND GRADING
All WJEC Level 3 Qualifications in Criminology (QCF) units are internally assessed
and externally moderated.
The following principles apply to the assessment of each unit:

All units are assessed through summative controlled assessment. Details of
overarching principles for controlled assessment are found in this section.
Controls for each unit are provided in a model assignment.

Each unit must be assessed independently. Learners may produce a piece of
evidence that contributes to assessment criteria for more than one unit. This is
acceptable provided it can be clearly attributed to a specified assessment
criterion and has been produced under the appropriate controlled conditions for
each unit.

All assessment criteria must be met under controlled conditions as specified for
unit learning outcomes to be achieved.

Performance bands for merit and distinction can only apply once a learner has
achieved all assessment criteria. Evidence must clearly show how the learner
has met the standard for the higher grades.
5.1
Grading
Unit achievement is based on a learners ability to meet the assessment criteria.
Performance bands have been written to enable learners to demonstrate their ability
against the assessment criteria. There are no additional requirements to achieve
higher grades.
Awarding a summative unit grade
Units can be awarded a summative grade of Pass, Merit or Distinction.
To be awarded a Pass grade for a unit, a learner must meet all of the minimum
requirements of all assessment criteria for the unit.
To be awarded a Merit grade for a unit, a learner must additionally meet all of the
Merit minimum requirements as set out in the Merit performance bands.
To be awarded a Distinction grade for a unit, a learner must additionally meet all of
the minimum requirements set out in the Distinction performance bands
WJEC Level 3 Qualifications in Criminology (QCF) Specification 76
Grading the qualification
Learners that achieve the minimum credit for the eligible combination of units will be
awarded a grade for the qualification.
WJEC Level 3 Award in Criminology (QCF) can be graded Pass, Merit or Distinction.
WJEC Level 3 Certificate in Criminology (QCF) can be graded Pass, Merit or
Distinction
WJEC Level 3 Diploma in Criminology (QCF) can be graded Pass, Merit, Distinction
or Distinction*.
The qualification grade is awarded on the basis of the aggregation of unit grades
achieved. Each unit achieved is awarded credits. It is also awarded a number of
points for the purpose of grading the qualification. Learners are awarded a Merit,
Distinction or Distinction* grade if they achieve sufficient points in eligible units for the
qualification. The number of points available for each unit is determined by the credit
value and grade achieved.
Points available are shown in the following table:
Points per credit
Unit - QCF Level
Level 3
Pass
Merit
Distinction
4
5
6
The qualification grade is then calculated by comparing the learners point score to
the qualification grade table below.
Points per credit
Qualification
Pass
Merit
Distinction
WJEC Level 3 Award in
Criminology (QCF)
48
60
72
WJEC Level 3 Certificate
in Criminology (QCF)
96
120
144
WJEC Level 3 Diploma in
Criminology (QCF)
192-227
228-275
276-287
5.2
Distinction*
288
Principles for controlled assessment
WJEC Level 3 Qualifications in Criminology (QCF) qualifications have adopted the
principles of controlled assessment as set out in the Joint Council for Qualifications
document 'GCSE, GCE, ELC, Functional skills, Principal learning in the Diploma and
Project Qualifications – instructions for conducting coursework'. This document can
be accessed through the JQC website (www.jcq.org.uk). Each centre must ensure
that internal assessment is conducted in accordance with these controls.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 77
This section sets out the controls that will generally be applied to all units within the
specification. Specific details of controls for each unit can be found in the model
assignments.
There are three stages of assessment that will be controlled:



Task setting
Task taking
Task marking
For this specification, there are two levels of control that can be applied to any stage:


Limited
Medium
Task setting
WJEC have produced model assignments for each unit. Centres are however
allowed to modify the assignment within specified parameters. This will allow centres
to tailor the assessment to local needs.
The model assignment has been written to ensure the following controls are in place:

Each unit is assessed through one assignment.

Each assignment must have a brief that sets out an applied purpose. An applied
purpose is a reason for completing the tasks that would benefit society, a
community or organisation Further details are in the rationale in Section 1.2.

The assignment can specify a number of tasks but tasks must be coherent ie
show how the assessment requirements all contribute to the achievement of the
applied purpose of the assignment.

The assignment must provide each learner with the opportunity to address all
assessment criteria and all performance band requirements.

The assignment must indicate the acceptable forms of evidence. These must
conform to those forms set out in the model assignment.

Where a centre has adapted the model assignment, there must be evidence of
quality assuring its fitness for purpose. Sample documentation for this activity is
provided with each model assignment.
Task taking
There are five areas of task taking that are controlled: time, resources, supervision,
collaboration and resubmission.
Time
'Time' has limited control. Each model assignment will specify the total amount of
time available for summative assessment. Centres have the discretion for how that
time is allocated to each task.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 78
Resources
'Resources' has limited control. The assessor can determine which resources should
be provided to all learners to ensure fair and valid assessment takes place. Where
specific resource controls must be in place, these will be stated in the model
assignment.
Supervision
'Supervision' has medium control. Learners must normally be supervised by an
assessor whilst completing controlled assignment tasks. Model assignments will
specify where supervision is not required, for example when undertaking a survey.
Centres must have in place systems to ensure learners cannot access evidence they
have been developing outside of supervised activities.
Authentication
Supervision is in place to ensure the authenticity of evidence produced for
summative assessment. Assessors are not expected to provide input or guidance to
learners during the controlled assessment time. This includes providing formative
feedback on the evidence being produced. Assessors can provide guidance on the
requirements of the task and remind learners of the performance bands and how
they can be interpreted. Assessors must intervene where there is a health and
safety hazard observed.
Learners can review and redraft evidence independently within the time controls for
the assessment. Learners cannot redraft based on feedback from an assessor.
Learners must sign a declaration to confirm that all evidence submitted for
moderation is their own work and that any sources used have been acknowledged.
Assessors must sign a declaration to confirm that evidence submitted for moderation
was completed under the controlled conditions set out in the model assignments.
Collaboration
'Collaboration' refers to group work and has limited control.
The model assignment will indicate whether:



Group work must take place
Group work is forbidden
Centres can elect to complete tasks through group work
Where group work takes place, the following principles must be considered:

Tasks should allow each member of the group to have full access to all
performance bands for all assessment criteria.

Evidence must be clearly attributable to each individual member of the group.

Assessment of the individual must be based on the individual contribution to the
evidence produced.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 79

Learners achievement must not be affected by the poor performance of other
group members.

Learners achievement must not benefit from the performance of other group
members.
Re-submission
Learners can re-submit for entry at any moderation point. Learners must complete a
new assessment, completed within the same levels of control. They cannot improve
previously submitted work.
Task marking
All marking of evidence must be made against the assessment criteria and
performance band statements given in each unit specification. Evidence marked
must comply with the controlled requirements set out in the model assignment.
Written evidence must be annotated to show how it relates to the assessment criteria
and performance band requirements.
Performance evidence, for example of giving a presentation, must be made on
observation records. Observation records will include a description of learner
performance as well as a summative statement on the quality of that performance.
Where performance is observed by someone other than an assessor, the 'witness'
must complete a witness statement. Assessors will need to authenticate the
statement either through scrutiny of supporting evidence and/or questioning of the
learner and/or witness. If the statement is authenticated, it can be allowed to
contribute to the evidence for assessment. Evidence of authentication will also need
to be included. Each model assignment that allows performance evidence will
include a sample observation record and witness statement.
Marking should only be undertaken by a designated assessor. An assessor should
have appropriate expertise in the subject and level for a specified unit.
The assessor is responsible for ensuring that:

Assessment is conducted under specified controlled conditions

They are clear about the requirements of the learning outcomes, assessment
criteria and performance band statements prior to commencing controlled
assessment.

Evidence presented for assessment is authentic.

Assessment decisions are accurately recorded.

Evidence is appropriately annotated.

Observation records contain sufficient detail for objective corroboration of
decisions.

Judgements are only made against the performance band statements.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 80
Recognition of Prior Learning (RPL)

RPL is a method of enabling individuals to claim credit for units in the QCF,
irrespective of how their learning took place.

There is no concept of 'partial achievement of a unit'; claims for credit through
RPL must be assessed against the learning outcomes for the unit(s) as a whole.

The learner should be offered advice on the nature and range of evidence
considered appropriate to support a claim for credit through RPL, and be given
guidance and support to make a claim.

Centres should ensure that the assessment methods they use for RPL are:
- of equal rigour as other assessment methods
- fit for purpose
- related to the evidence of learning.
In particular, centres must ensure that they are aware of the controls for the
assessment of each unit and that they can provide evidence that these have not
been compromised.

The assessment process for RPL must be subject to the same quality assurance
procedures both within the centre and through external moderation as for all
WJEC QCF units. The Lead Assessor will be responsible for ensuring that
procedures are in place to:


collect and review evidence
map and assess evidence against unit requirements.
Sampling arrangements for internal standardisation MUST include any
assessments of RPL evidence, and ensure comparability.
5.3
Standardisation
Centres are expected to standardise assessment decisions. This is the process by
which centres ensure that all learners are judged to the same standard across
different assessors, teaching groups and from year to year. Evidence of
standardisation should be submitted with learner evidence.
Where more than one assessor is involved, the centre must appoint a Lead
Assessor. The role of the lead assessor is to:

Document all activities.

Ensure that the assignment presented to learners is fit for purpose and complies
with all controls.

Ensure all assessors have appropriate documentation in place to support fair and
valid assessment decisions.

Ensure all assessment activities are in accordance with the task taking controls
for the unit.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 81

Sample assessment judgements at appropriate times to ensure the performance
bands are correctly and consistently applied.

Provide feedback to assessors.

Provide support to assessors on interpretation of performance band
requirements.
Centres are directed to the document 'Centre Guidelines' for guidance on
establishing internal moderation procedures.
5.4
Training Lead Assessors
WJEC will provide training for lead assessors and assessors each academic year.
Assessor support material, including sample documentation, will also be made
available to assessors and lead assessors.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 82
6
ENTRY PROCEDURES
WJEC Level 3 Qualifications in Criminology (QCF) qualifications will be available for
certification from June 2013.
Thereafter, each qualification will be available for certification following each January
and June moderation series.
Entries for January moderation series must be submitted no later than 21 October.
Entries for June moderation series must be submitted no later than 21 March.
Unit entry
Entry for individual units must be made by submitting the relevant unit codes as
indicated on each unit specification.
Qualification entry
Learners will be entered for the qualification when entering for aggregation (cash-in).
Aggregation does not take place automatically: it is necessary to enter the relevant
code for aggregation to take place.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 83
7
EXTERNAL MODERATION
The consistency of assessment practices and decisions across centres will be
assured through the external moderation of a sample of work.
Each centre will have access to a consultative moderator. The consultative
moderator will be available to discuss assessment requirements with centres.
Centres will have the opportunity to attend moderation meetings in each year of
delivery. Attendance at these meetings and successful completion of the activities
could lead to reduced level of external moderation.
Postal moderation will take place at two points in each year: January and June. For
each series where learners are entered, centres will submit a sample, according to
the formula below.
Total number
of candidates
Work to be submitted
(Numbers relate to alphabetical order)
1 – 10
All
11 - 19
1st and every second (1, 3, 5, 7 etc.) plus the lowest scoring*
folder and additional folders as necessary (reflecting the spread
of marks) to make a total sample of 10
20 - 45
1st and every fifth (1, 6, 11, 16 etc.) plus the lowest scoring*
folder and additional folders as necessary (reflecting a spread of
marks) to make a total sample of 10
46 - 99
1st and every eleventh (1, 12, 23, 34 etc.) plus the lowest
scoring* folder and additional folders as necessary (reflecting a
spread of marks) to make a total sample of 10
* The score is based upon the total points the learners obtain for their units before converting
to a qualification grade (see Appendix E for examples of calculations)
Centres should ensure they keep all learner portfolios not sent to the
moderator in their possession for two months after the closing date for
sending samples for moderation.
Centres should submit a sample for each unit that includes:

The controlled assignment brief used to set the assessment activity

A controlled assessment activities sheet completed and signed by the assessor
to confirm that the controls for the unit have been applied

A record sheet confirming the authenticity of the evidence presented

Completed mark record sheets outlining which performance bands are met by the
evidence
WJEC Level 3 Qualifications in Criminology (QCF) Specification 84

All evidence produced by learners in completion of the controlled assessment,
annotated appropriately by the assessor

Evidence produced by the assessor to confirm a learners ability in performance
related tasks
Moderators will review all evidence presented to ensure standards are aligned.
Evidence will be judged against the following criteria:

Task setting – were tasks set within the controls set by WJEC in the model
assignment?

Task taking – is there evidence that tasks were completed under the controlled
conditions set out in the model assignment?

Performance bands – does the evidence support assessor's judgement of a
learner against national standards?

Annotation – is the evidence produced by learners appropriately annotated,
including the detail and clarity in evidence produced by the assessor?

Authentication- is it clear that the evidence submitted was authentically produced
by the learner?

Standardisation – is there evidence of effective standardisation/internal quality
assurance within the centre?
Timetable
Samples of work must be submitted for external moderation, and related mark sheets
returned to WJEC by 30 November for the January series and 15 May for the June
series. Centres will need to ensure that internal submission dates are set sufficiently
in advance of this to allow for authentication, assessment and standardisation.
Feedback
The outcome of moderation will be to either accept or amend a centre's assessments
decisions. Guidance on actions needed before re-submission of specified units at a
subsequent moderation series will be also be provided.
Feedback will be provided through a centre moderators report for each certification
title, covering the units entered by the centre and will be accessible through WJEC
secure website. The report will address the criteria referred to above.
A Principal Moderator report will be provided for each series.
Accredited centre status
A centre may apply for Accredited Centre status when their assessment practices
and decisions are found to be at national standards for two consecutive years (four
moderation series). Where this application is successful, the moderation
requirements on some assessors could be relaxed for as long as the centre
maintains the rigor of quality assurance. The consistency of assessments across
centres will be checked through the external moderation of a sample of work.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 85
8
AWARDING AND REPORTING
Awarding and reporting of results in WJEC Level 3 Qualifications in Criminology
(QCF) qualifications will take place in March and August each year.
A Statement of Credit, issued with results, will provide a cumulative record of the
credit value and level of all units achieved, whether or not they have been cashed-in
for a qualification.
A Qualification Certificate, issued at a later date, will confirm the title, level and size
(i.e. Award, Certificate or Diploma) of qualification(s) achieved where cash-in code
has been activated.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 86
9
ACCESS AND SPECIAL CONSIDERATION
This specification has been designed to offer fair access for all and to minimise the
need to make reasonable adjustments for learners who have particular requirements.
It is expected that normally, individual learners' abilities, interests and needs will be
appropriately catered for by centres through:
(a)
the choice of units and qualifications available,
and
(b)
the potential for personalisation of controlled assessment.
If there are any queries about the use of this flexibility inherent in the specification to
meet learners' needs, or about the use of reasonable adjustments, centres should
contact WJEC.
Exceptionally, if a centre wishes to request that a learner receives special
consideration; procedures will follow those outlined in Section E of the JCQ
publication Access Arrangements, Reasonable Adjustments and Special
Consideration.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 87
10
POST-RESULTS SERVICES
If a centre wishes to query the outcome of the moderation process this must be done
formally by the head of the centre notifying WJEC within 21 days of the publication of
results.
The sample of work submitted for moderation will be reviewed by a moderator not
involved in the original process, and the centre informed of the outcome.
Should the centre not be satisfied with the outcome of the review, there is provision
for an appeal to WJEC.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 88
Appendix A Mapping to National Occupational Standards
The grid below maps the knowledge and understanding covered in the WJEC Level 3
Qualifications in Criminology (QCF) against the underpinning knowledge and understanding
of the National Occupations Standards for the Criminal Justice and Intelligence Analysis
Suites.
Criminal Justice NOS
NOS Unit
WJEC Level 3 Qualifications in Criminology (QCF)
1
AB1 Communicate effectively with
people
BA10 Develop policies to promote
community justice and social
inclusion in partnership with others

BA12 Address problems identified
with community safety and
inclusion

BA2 Determine the concerns and
priorities of communities in relation
to safety, inclusion and the
prevention and reduction of crime
and anti-social behaviour
2
3
4
5








BA4 Raise awareness to promote
community safety and social
inclusion

DA1 Provide and obtain
information at courts and formal
hearings

DA2 Exchange information and
present at courts and formal
hearings

Intelligence Analysis NOS
NOS Unit
CM2 Obtain and evaluate
information for intelligence
analysis
CM3 Apply analytical techniques
to interpret information for
intelligence analysis
WJEC Level 3 Qualifications in Criminology (QCF)
1
2
3
4
5





WJEC Level 3 Qualifications in Criminology (QCF) Specification 89
Appendix B Personal, learning and thinking skills (PLTS)
Mapping
PLTS
Independent enquirers
Creative thinkers
Reflective learners
Team workers
Self managers
Effective Participators
Unit 1

Unit 2


Unit 3
Unit 4



















Unit 5
WJEC Level 3 Qualifications in Criminology (QCF) Specification 90
Appendix C Essential Skills (Wales) Mapping
Improving own learning and performance
Unit 1
Set targets using information from
appropriate people and plan how
these will be met
Take responsibility for your
learning, using your plan to help
meet targets and improve your
performance
Review progress and establish
evidence of your achievements
Unit 2
Unit 3
Unit 4
Unit 5















Problem solving
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Explore a problem and identify
ways of tackling it





Plan and implement at least one
way of solving the problem










Check if the problem has been
solved and review your approach
to problem solving
Working with others
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Plan work with others
Seek to develop co-operation and
check progress towards your
agreed objectives
Review work with others and
agree ways of improving
collaborative work in the future












WJEC Level 3 Qualifications in Criminology (QCF) Specification 91
Appendix D Key Skills Mapping
Application of Number
Unit 1
Unit 2
Unit 3
Unit 4
Understand
numerical data


Carry out
calculations




Interpret results
and present
findings
Unit 5
Communication
Unit 1
Speaking and
listening
Unit 2
Unit 3
Unit 4
Unit 5














Reading
Writing
ICT
Unit 1
Unit 2
Unit 3
Unit 4
Use ICT systems
Find, select and
exchange
information, using
ICT
Develop and
present
information, using
ICT






Unit 5
WJEC Level 3 Qualifications in Criminology (QCF) Specification 92
Appendix E Calculation of Qualification Grade – Examples
WJEC will calculate the qualification grade for learners when unit grades are entered. The
examples below illustrate how these calculations are determined. You are directed to the
credit value of units (Section 2.2) and the grading points table in Section 4.1
Example 1 Achievement of Grades for the WJEC L3 Award in Criminology (QCF)
Unit
Credit
Grade
Grade Points
Unit Points
Overall grade
Unit 1
12
Pass
4
4 x 12 = 48
Pass
Unit 1
12
Merit
5
5 x 12 = 60
Merit
Unit 1
12
Distinction
6
6 x 12 = 72
Distinction
Example 2 Achievement of Grades for the WJEC Level 3 Certificate in Criminology
(QCF)
Learner A
Units
Credit
Grade
Grade Points
Unit Points
Unit 1
12
Pass
4
4 x 12 = 48
Unit 2
12
Merit
5
5 x 12 = 60
Total
Overall grade
108 Pass
Learner B
Units
Credit
Grade
Grade Points
Unit Points
Unit 1
12
Merit
5
5 x 12 = 60
Unit 3
12
Merit
5
5 x 12 = 60
Total
Overall grade
120 Merit
Learner C
Units
Credit
Grade
Grade Points
Unit Points
Unit 1
12
Merit
4
5 x 12 = 60
Unit 4
12
Distinction
5
6 x 12 = 72
Total
Overall grade
132 Merit
WJEC Level 3 Qualifications in Criminology (QCF) Specification 93
Example 3 Achievement of Grades for the WJEC Level 3 Diploma in Criminology
(QCF)
Learner A
Units
Credit
Grade
Grade Points
Unit Points
Unit 1
12
Pass
4
4 x 12 = 48
Unit 2
12
Merit
5
5 x 12 = 60
Unit 3
12
Pass
4
4 x 12 = 48
Unit 5
12
Merit
5
5 x 12 = 60
Total
Overall grade
216 Pass
Learner B
Units
Credit
Grade
Grade Points
Unit Points
Unit 1
12
Pass
4
4 x 12 = 48
Unit 2
12
Merit
5
5 x 12 = 60
Unit 4
12
Merit
5
5 x 12 = 60
Unit 5
12
Merit
5
5 x 12 = 60
Total
Overall grade
228 Merit
Learner C
Units
Credit
Grade
Grade Points
Unit Points
Unit 1
12
Pass
4
4 x 12 = 48
Unit 2
12
Merit
5
5 x 12 = 60
Unit 3
12
Distinction
6
6 x 12 = 72
Unit 4
12
Merit
5
5 x 12 = 60
Total
Overall grade
240 Merit
WJEC Level 3 Qualifications in Criminology (QCF) Specification 94
Learner D
Units
Credit Grade
Grade Points
Unit Points
Unit 1
12
Merit
5
5 x 12 = 60
Unit 3
12
Merit
5
5 x 12 = 60
Unit 4
12
Distinction
6
6 x 12 = 72
Unit 5
12
Distinction
6
6 x 12 = 72
Total
Overall grade
264 Merit
Learner E
Units
Credit Grade
Grade Points
Unit Points
Unit 1
12
Distinction
6
6 x 12 = 72
Unit 2
12
Distinction
6
6 x 12 = 72
Unit 3
12
Distinction
6
6 x 12 = 72
Unit 5
12
Distinction
6
6 x 12 = 72
Total
Overall grade
288 Distinction*
WJEC Level 3 Qualifications in Criminology (QCF) Specification 95
Appendix F Glossary
A3.1 Knowledge learning outcomes
Knowledge learning outcomes are effectively assessed through the learner giving the
'facts' of a situation.
Differentiators
Differentiators in performance are often given using the following terms:
Accuracy
Is what they are claiming as fact actually correct?
Breadth/range
Is there an expectation of breadth rather than depth i.e. they should have superficial
knowledge of a lot of facts rather than in-depth knowledge of a few.
Clarity
This is often related to communication skills, but you can anticipate that someone
who really knows something knows how to organise what they are saying and
doesn't mix with information that is incorrect or irrelevant. People who waffle tend to
be less certain of their knowledge than those who can be succinct and to the point.
Depth/detail
Have they given sufficient detail to confirm that they really do know something?
Relevance/application
Do the facts have to be relevant to the situation? Is it simply pure theory or do you
want them to show knowledge through their discarding of what they consider is not
relevant.
Command Verbs
A consideration of the command verbs used in the AC, can help determine which
differentiators could be used. Below are definitions of knowledge related command
verbs.
Describe – paint a picture in words, provide information with detail. Using this
analogy, you would expect there to be some detail in what they know. Describe
could be extended to merit and/or distinction, but could also be pass only. If it is to
be extended to distinction, then there will probably need to be a number of qualifiers.
Define – state the meaning of a term. It is unlikely this could be extended to merit or
distinction level.
Identify – recognise, distinguish and establish what something is. It is unlikely that
this could be extended to distinction level. Differentiation is likely to be about
relevance and accuracy.
Illustrate – exemplify, describe with reference to examples. This could be extended
to merit and distinction level.
Outline – gives a sketch of the situation, gives an overall impression. This is unlikely
to be extended to merit and distinction level. A good outline becomes a description!
State – make an assertion. This would not extend beyond pass.
WJEC Level 3 Qualifications in Criminology (QCF) Specification 96
A3.2 Understand learning outcomes
Understanding learning outcomes are effectively assessed through the learner
showing how they have applied their knowledge through effective reasoning.
Differentiators
Clarity – is the reasoning explicit or implicit. Where reasoning is implicit the level of
understanding has to be interpreted. Explicit reasoning shows the understanding
clearly exists.
Depth – how detailed is the reasoning?
Justification – are you persuaded of their argument and reasoning?
Substantiation – has the learner drawn on evidence to support any conclusions
made.
Validity – is the reasoning valid? Is it accurate? Is it based on the context of the
situation? Is it based on theory?
Command Verbs
Below are definitions of understanding related command verbs.
Analyse – examine in detail, break into component parts, examine relationships.
Assess – make a judgement about the quality or value of something.
Compare – explain similarities and differences.
Evaluate – make judgements against criteria, usually based on analysis and data.
Explain – give reasons.
Justify – persuade someone of the validity of an argument, to validate a proposal.
A3.3 Be able to learning outcomes
'Be able to' learning outcomes focus on learners development of skills. They involve
practical, hands on activities. Related AC are often assessed through the production
of ephemeral evidence, such as witness testimonies and observation records.
Differentiators
Accuracy
Were they able to elicit accurate information by using the skills?
Adaptation
Can they use the skill in different contexts?
Appropriate
Was the skill used appropriately, taking account of the situation/location?
WJEC Level 3 Qualifications in Criminology (QCF) Specification 97
Confidence
Very difficult to assess as it is an intrinsic feeling so assessors will find this
challenging to determine. It is however sometimes used. Consider hesitance as a
sign of a lack of confidence, so fluidity and consistency can be aspects of confidence.
Effectiveness
Did the use of the skill produce the expected outcomes?
Independence
Were the learners able to demonstrate the skill without support or guidance from
others?
Command Verbs
Below are definitions of 'be able to' related command verbs.
Collaborate – make a contribution to the work of a team, supporting team members
as required
Communicate – ensure information is received effectively
Display – organise and present information diagrammatically
Handle – manipulate a tool/equipment to a desired effect
Monitor – observe and record activity, could also include ensuring expected
progress is maintained
Maintain – to keep in an appropriate condition
Plan – organise a range of components into a logical sequence. This could also
include timings. It could also include how this organisation is presented.
Present – organise and communicate in a way that can be clearly followed and
understood. Often refers to oral communication skills and may include use of
supporting information.
Process – use a series of actions to elicit results
Record – obtain and store data and information
Use – employ something for a purpose
WJEC Level 3 Qualifications in Criminology (QCF) Specification
for teaching from September 2012 JF
26/10/11