Criminology
Intent
At Tavistock College, the Level 3 Applied Diploma in Criminology is designed to deepen students’ understanding of the criminal justice system. The course explores a wide range of topics including types of crime, the motivations behind criminal behaviour, the processes involved in criminal investigations, and how laws are created and enforced.
Through a combination of independent and collaborative tasks, students will develop a broad set of transferable skills such as critical thinking, problem-solving, analysis, evaluation, and effective communication. The course encourages a holistic approach to the study of crime, enabling students to consider the wider social, psychological, and legal contexts.
Our aim is to equip students with the knowledge and skills necessary for progression into higher education or careers within the criminal justice sector. The qualification integrates key elements of psychology, law, and sociology, offering a well-rounded and interdisciplinary perspective on crime and its impact on society.
Further information
Key Stage 5
Year 12
- Unit 1: Changing Awareness of Crime (Internal Assessment)
- Unit 2: Criminological Theories (External Assessment)
Year 13
- Unit 3: From Crime Scene to Courtroom (Internal Assessment)
- Unit 4: Crime and Punishment (External Assessment)
Cultural Capital
Studying criminology not only provides a strong foundation in understanding crime and the justice system, but also contributes significantly to students’ cultural capital. This includes the development of knowledge, skills, and social awareness that empower individuals to navigate and succeed in society. The course enhances students’ understanding of social norms, legal systems, and the broader impact of crime on individuals and communities—preparing them to be informed, responsible, and engaged citizens.
Curriculum Plans
Curriculum time allocation
KS5 - 10 hours a fortnight (option)
SEND Learner Experience in Criminology
Planning
When planning lessons, we use all SEND information documents available; Individual Learning Plans, EHCP documents and reading age scores to ensure a sound knowledge of individuals' needs and that appropriate resources are used to support learning. The seating plan is carefully organised and a class plan is completed for every class.
Work scrutiny is used to prioritise students with SEND and assess how effectively progress is being made. If not, we make reasonable adjustments to their experience based on the information we hold and liaise with the SENDCo where appropriate.
When planning our schemes of work, we ensure that we create a curriculum in which there is a clear revisiting of topics, subjects or themes throughout the course. This ensures a deepening of skills and knowledge, with each successive encounter building on the previous one.
- Retrievals used to reinforce learning
- Clear learning journey with ‘know it, link it, say it’
- Explicit teaching of vocabulary
- Explicit modelling using guided practice
- Time for deliberate practice.
Before each lesson
SEND students are highlighted on both the class plans and seating plans. Class plans are annotated to ensure helpful strategies are used to help our learners. These are regularly updated.
Seating plans assist with the provision of intervention for SEND students.
Entry routine
Students are welcomed into the classroom, using thresholding, to ensure all students feel welcome and recognised. Routine and procedure is used to establish common expectations, e.g the retrieval task is always on the board or, where appropriate, printed out and on desks.
During teaching
The Tavistock College Charter is applied to ensure consistency of experience.
Resources are created to ensure all students can access the lesson.
'3,2,1, STAR behaviours’ and tracking are used to ensure all students understand and engage with the task.
Pre-warning students when we are about to cold-call for questions to reduce anxiety.
Circulating around the room during independent practice to help identify and engage with those in need of support.
Prioritising students with SEND for checking in and short marking.
Use of scaffolding to ensure all students can access the tasks.
After each lesson
We use the evidence seen in student books to inform our planning of the next lesson.
After each assessment
We use the evidence seen in student work to inform our planning of the next lesson. We have a reteach lesson where misconceptions and common errors are clarified and explained.
Data analysis includes a focus on SEND students.
Reading and literacy in Criminology
Subject contact
Julia Tosdevin