1. Scheme of Work: A2 Sociology
Course Code Start date End date Qualification Aim Module Title
Crime and Deviance
Course Leader Subject Code
DM
Level Day(s) Start time End time Venue Lecturer Course Code
3 NC Mark Owen
Incorporation of ECM Outcomes and Promotion of Equality of Opportunity
As professional practitioners working within the learning environment, we must take into account various Governmental policies,
which aim to safeguard our learners and comply with recent OFSTED inspection outcomes. One in particular is that of Every Child
Matters, which forms part of The Children’s Act 2004. Every Child Matters comprises of four main aims, which include:
1) Being healthy: enjoying good physical and mental health and living a healthy lifestyle
2) Staying safe: being protected from harm and neglect and growing up able to look after themselves
3) Enjoying and achieving: getting the most out of life and developing broad skills for adulthood
4) Making a positive contribution: to the community and to society and not engaging in anti-social or offending behaviour
5) Economic well-being: overcoming socio-economic disadvantages to achieve their full potential in life.
Every Youth Matters: working alongside this adaptation of ECM, the educational provider will do its upmost to challenge and
engage young people, provide advice and guidance for young people, including information relating to HE and employment;
aiming to raise educational aspirations. Furthermore the provider will continue to build local and national contacts within society, in
order to ensure an availability of different services for the learner.
Equality and Diversity: E&D is achieved through positive relations between staff and students, working within a multi-cultural and
accessible learning environment and through teaching, and education.
The College maintains a Zero-tolerance disciplinary procedure whereby any acts of discrimination are dealt with immediately. Zero
tolerance is underpinned by the Equality Duty (2011), which makes it unlawful to discriminate on the grounds of gender, age,
ethnicity, sexual orientation and religion.

2. ECM Outcome Course Content Area
Stay Safe • Teacher awareness of: maltreatment, neglect, violence and sexual exploitation, injury,
bullying & discrimination and crime and anti – social behaviour
• Awareness of new crimes – Forced marriages/female genital mutilation (FGM)
Be Healthy • Students allowed/encouraged to drink water
• Allowing for breaks where possible in lessons
• Adherence to relevant Health and Safety and fire regulation
Enjoy and Achieve • Revision/support sessions offered prior to exams
• 1 on 1 academic mentoring offered
• Use of chief examiner revision session
• Transferable skills: individual and group work, presentations, role play, ICT/emerging
technologies – You-tube, Podology, Guardian & S-Cool, literacy – writing, numeracy –
crime statistics/trends/patterns and speaking and listening
Achieve Economic Well- • Understanding legitimate measures to take, in order to achieve economic wellbeing;
being • Marxism: key reasons for committing crimes
• Neo-Marxism- Taylor- Global Economic Crime & its consequences
Make a Positive • To enjoy class discussion, contribute
Contribution • The social construction of crime – The Chicago School/labelling
• Awareness of causes of crime: Left/right realism
• Ethnicity and crime- The Macpherson Report (1999) / Stephen Lawrence
• Media representations of crime: Deviance amplifications/stereotypes/ news values and
coverage/moral panics
• Awareness of global crime and new types of crime (cybercrime- bulling/sexting/ illegal
music downloads)
Promote Equality • To discuss the diversity in society today
of Opportunity • Understanding the diversity of crime; working class/middle class- corporate
crimes
• Understanding different motivations for crime
• Understanding different religious motivations for crime (not just focusing on
Islamic fundamentalism)

3. Preferred Learning Methods
A-Level Sociology:
Learning Very Frequentl Occasionall Rarel Neve Learning Very Frequentl Occasionall Rarel Neve
methods frequentl y y y r methods frequentl y y y r
y y
ICT- You- Q&A
tube/Smart
boards
Group work Quizzes
Paired work Assignment
lessons
Group Field trips
research
Individual Presentations
assignment
s
Role plays Class
discussions
Class Guest
dictation speakers
Debates Other:
Recap Other:
games
Student Other:
seminars

4. LEARNING OBJECTIVES
Defining Crime and Deviance & the Functionalist perspective 1) Understand the functionalist perspective on crime
including the functions of crime
2) Understand the concept of strain and its role in explaining
deviance
3) Be able to explain the differences between strain and
subcultural theories
Subcultural theories of crime and deviance 1) Recap key concepts of Merton’s Strain Theory
2) Individually analyse and feedback content regarding
Cohen and status frustration
3) Investigate and develop a research poster highlighting
different subcultural theories – Cohen, Cloward and
Ohlin, Matza & Miller (Murray)
4) Be able to evaluate functionalist, strain and subcultural
theories of crime and deviance
Marxist understanding of crime and deviance 1) Investigate the main premise of Marxist explanations of
crime and deviance
2) Highlight contemporary examples which demonstrate
application skills
3) Evaluate existing Marxist theories using aspects of Neo-
Marxism
New-Criminology 1) To re-cap traditional Marxist approaches to crime and
deviance
2) To define the New-Criminology
3) To draw comparisons between New Criminology and
traditional Marxist approaches
4) Evaluate existing theories of Neo-Marxism and their
understanding of crime and deviance
Realist approaches to Crime and Deviance 1) Recap on past theories, explaining crime and deviance;
2) Introduce and understand the key principles behind the

5. realists;
3) Understand the differences between the right realists and
left realists;
4) Synoptically link areas of study to previous topics.
Social Action Theory 1) Recap realist approaches to crime and deviance
2) Investigate the labelling theory approach, whilst linking
with Becker
3) Illustrate Cohen’s and Wilkins understanding of deviance
amplification with contemporary examples
4) Investigate the influence of emerging technology on new
types of crime
Media 1) Know the patterns of media representations of crime and
how these differ from the picture of crime in official
statistics
2) Understand and be able to evaluate different views about
the media as a cause of crime and fear of crime
3) Know and be able to evaluate views of the media’s role in
the creation of moral panics
4) Understand the relationship between the new information
media and crime and social control
Punishment and Control 1) Recap and consolidate past knowledge of labelling
theory, linking with the interactionist approach.
2) Highlight and record possible preventative methods,
which aim to tackle crime and deviance;
3) Investigate different forms of punishment, while linking
with social constructivism;
4) Introduce different models of prisons through the
understanding of Foucault .
Contemporary crimes 1) Explain the impact of globalisation on crime levels;
2) Illustrate examples of crimes caused and heightened by
globalisation;
3) Describe aspects of green crime in contemporary society;
4) Illustrate examples of green crime;
5) Describe and outline examples of state crimes, linking
with human rights
Social distribution of crime: Gender 1) Highlight gendered patters in recorded crime

6. 2) Synoptically link criminal statistics with AS/A2 units
(methods in context).
3) Argue explanations for the rising rate of female crime
4) Investigate the process of de-industrialisation and
masculine identities upon male rates of crime
Social distribution of crime: Class & locality 1) Revise and record key aspects of a given research title;
2) Highlight Realist, Ecological, Marxist and Functionalist
explanations of class and criminality;
3) Recap Realist explanations of crime and deviance;
4) Revisit ecological explanations of crime and deviance.
Social distribution of crime: Ethnicity 1) Investigate current levels of offending amongst ethnic
minorities;
2) Identify explanations into ethnic differences in official
statistics and victim surveys;
3) Illustrate acts of racism through understanding the
different stages within the criminal justice system;
4) Q&A
Social distribution of crime: age 1) Identify explanations for crime and deviance linking with
age categories
2) Highlight and synoptically link areas of study in order to
understand crime rates linking with age categories.
Measuring crime See ethnicity and Revision PPT

8. Week Main Topic/ Content Embedded Content: Teaching and Learning Resources Assessment/
/ Objectives Functional Skills Methods including use of ILT Homework
Date
Defining Crime & ICT- You-tube videos/DVD Venn diagram activity: PPT Recap class
Deviance Criminal/Deviant behaviour notes for recap
Using Plummer’s Group work – define crime ICT – Juno test next week
definitions define what and deviance Mind-map activity –explaining
crime is and how it is crime- what is Crime and http://www.ston Submit a unit
socially constructed - The History of Homosexuality Deviance? – examples of ewall.org.uk/at_ glossary
Link briefly with – Equality and Diversity C&D home/history_of
Labelling theory. _lesbian_gay_a
Homosexuality- The Literacy: core text/reading Class reading/discussion/note nd_bisexual_eq
history of homosexuals; activities taking on theories. uality/default.as
Oscar Wilde – 1895/ p (History of
Alfred Kinsey 1948, Debates/Discussions- Group discussion – why do Homosexuality)
Sexual Offence Act Criminal and Deviancy? people commit crime - post
1967 – decriminalisation stick note activity onto the Webb et al 2009
Criminal into deviancy? white board, understanding
motivations for being an Capture sheet
Why do people “offender”. & class
commit crime? worksheets
Functionalist ICT- You-tube- Juno (An Act
Perspectives of Crime of Deviance?)
- The inevitability of
crime Ladette to Lady – Deviance
- Positive functions –
9/11/Martin Luther
World’s strictest parents-
King/Monk suicide Deviance
Examine and evaluate 9/11- Boundary Maintenance
theories by Durkheim,
Etzioni & Hirschi
(ROW)
This Scheme of Work was organised in conjunction with South Gloucestershire and Stroud College (formally Filton College).
The layout and content is not static and could change depending upon examination dates, results and learner progression.
Subcultural Theories of Literacy: individual reading Reading/Discussion task- Ppt, W/S, 21 marker
Crime & Deviance and presenting Cloward and Ohlin peer
teaching “Using material
Durkheim recap Contemporary newspaper You-Tube videos – The Riots: from Item A and