| Unit name | Understanding Crime, Harm and Society |
|---|---|
| Unit code | SPOL10020 |
| Credit points | 20 |
| Level of study | C/4 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Joanna Large |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School for Policy Studies |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
Crime and harms are significant issues in society. This unit introduces you to various forms of crime and harm which are prevalent in contemporary society through a range of topics including for example: youth crime, violence, illicit markets, and crimes that impact on the environment. We examine the concept of crime and why critical criminologists and zemiologists argue that we should also study harm. In this unit we examine different factors which impact on crime, and why some crimes are more visible than others in the public and political imagination.
How does this unit fit into your programme of study?
This is a mandatory unit for the BSc Criminology. The unit introduces you to a range of issues that will be explored in more depth at latter points and ensures a conceptual grounding in important themes that underpin studying criminology at Bristol.
An overview of content.
This unit is divided into three blocks of learning. In Block A we will 1) examine what we mean by the term 'crime' and what this means for studying criminology and 2) identify the different processes - such as structural, social, economic and political - that impact on how we understand crime. In Block B we will 1) examine various examples of crime and harm in context and 2) look at the nature and prevalence of these examples of crime and harm in the UK. Finally, Block C will 1) reflect on why harm should be a central focus in our understandings of 'crime' in society, 2) reflect on why some types of crime (and some groups of victims and offenders), dominate public and political discussions, and others do not, and 3) reflect on the idea that 'all crime is harmful, but is all harm criminal'?
How will students, personally, be different as a result of this unit?
You will be challenged to question their assumptions around activities that can be described as criminal or harmful. You will gain skills in critical thinking, becoming an independent learner, and core knowledge that is foundational for studying criminology at Bristol.
Learning Outcomes.
Following successful completion of this unit, you will be able to:
This unit draws on a flipped learning approach. This is a pedagogic approach that introduces you to the weekly content through a series of independent structured learning activities before coming together in the classroom. This allows the time in the classroom to be spent engaging with ‘deep learning’ and ‘scaffolding’ the skills required for the summative assessment, through a series of interactive tasks and discussions.
This means that you will have structured learning to complete to prepare for interactive classes – which will include pre-recorded presentations, podcasts and guided reading. This will form the basis of the knowledge required for this unit. You will be asked to complete interactive tasks that relate to the structured learning that will include preparation activities for classes and these will be facilitated by designated structured learning hours on the timetable.
In the classroom – which will consist of one seminar and one workshop per week - you will be expected to complete interactive activities and discussions. This allows you to expand and develop knowledge and understanding, develop critical thinking skills and develop broader employability skills such as effective communication, team working, and research and analysis skills.
Classroom activities will include a range of formative activities that support preparation for the summative assessment. An up-to-date resources list and ‘additional materials’ folder will provide suggestions and links to further relevant and interesting resources to support learning and encourage independence in learning.
How you will be assessed.
Tasks which help you learn and prepare for summative tasks (formative):
Your weekly learning tasks will be focused on developing the skills required for successful completion of the portfolio. The summative assessment portfolio, links to activities that take place in weekly classes. You will get the opportunity for peer and tutor formative feedback on activities and learning during the weekly taught sessions.
Tasks which count towards your unit mark (summative):
Engagement and Collaboration: portfolio of structured learning activities (2500 words maximum, 100%)
This assessment covers all learning outcomes.
When assessment does not go to plan:
Subject to the university regulations for taught programmes, you may be offered an opportunity for reassessment. This will comprise a task of the same format as the original assessment.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. SPOL10020).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
