Wjec Entry Level Framework Specification

Wjec Entry Level Framework Specification

WJEC Level 3 Qualifications in Criminology (QCF) Specification 1

WJEC LEVEL 3 QUALIFICATIONS IN CRIMINOLOGY (QCF)

SPECIFICATION

For first teaching from September 2012

WJEC Level 3 Qualifications in Criminology (QCF) Specification 1

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 8

2.1 WJEC Level 3 Qualifications in Criminology (QCF)

Rules of Combination

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 88

AMapping of National Occupational Standards

BMapping of PLTS

CMapping of Essential Skills (Wales)

DMapping of Key Skills

ECalculation of Qualification Grade – Examples

FGlossary 95

WJEC Level 3 Qualifications in Criminology (QCF) Specification 1

1INTRODUCTION

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.

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'.

1.4WJEC 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.

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.

2RULES OF COMBINATION

2.1WJEC 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

2.2WJEC Level 3 Qualifications in Criminology (QCF) Unit Titles

WJEC Level 3 Award in Criminology
Unit Number / Unit Title / Credits
1 / Introduction to Criminological Theories / 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 1

3UNIT 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.

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.

4UNIT 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 1

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

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
  • Crime control policies
  • State punishment policies

AC2.3 Explain how social changes affect policy / Changes in
  • Social values, norms and mores
  • Structure of society
  • Demographic changes
  • Cultural changes

LO3
Understand causes of 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

LO4
Be able to recommend changes in policy regarding criminality / 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

Learning Outcome / Assessment criteria / Performance bands
Pass / Merit / Distinction
LO1
Know theories of criminality / 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 / Describes in detail the appropriate aspects of a wide range of theories of criminality, showing their 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
LO2
Understand relationship between theories of criminality and policy / 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 / 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
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
LO3
Understand causes of criminality / 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 / 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
LO4
Be able to recommend changes in policy regarding criminality / 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 / Clear and detailed justification for change to reduce criminality

WJEC Level 3 Qualifications in Criminology (QCF) Specification 1

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.