Teacher 1: Students will begin the Crime & Deviance unit with a study of the functionalist, strain and subcultural theories of crime and deviance. This will be followed by an examination of interactionism and labelling theories as well as the relationship between class, power and crime. Teacher 2: Students will begin the 'Media' unit, starting with a study of the ownership and control of the media, including sociological explanations of this. This is followed by studying functionalism in more detail as part of the theories unit. Teacher 2 then goes back to media, teaching globalisation of media and popular culture, debating whether the impacts of globalised media have been positive or negative.
Students will be assessed by fortnightly timed assessments (roughly 1 assessment per teacher every four weeks). Some will be short (approximately 10 marks) while others will be longer and involve a full paper reflecting the real exam of 50 marks (for Crime). Media assessments will frequently be comprised of a 10 and 20 mark question. Sometimes one of these questions will focus on a theory, depending on adaptive teaching to student needs.
A sense of normlessness. Durkheim argues this arises when there is rapid social change, because existing norms become unclear or outdated.
The difference between the official statistics and the 'real' rate of crime.
A controlling identity that overrides all of ones other identities. For example, the label of 'criminal' will override an individuals other labels such as 'mother' or 'neighbour'.
A crime committed by a person of respectability and high social status in the course of their occupation.
This is the result of the inability of those in the lower classes to achieve mainstream success goals by legitimate means such as educational achievement.
This refers to companies that consist of a lot of different businesses/interests that may operate on an international level. Many media companies have businesses across different countries.
Cultural imperialism suggests that power and influence is imposed by mass media and cultural products rather than through force or arms.
The idea that local cultures are killed off by globalisation and the whole world becomes the same; where people abandon folk cultures in favour of mass produced and global culture.
An optimistic view that local cultures, global cultures and alternative cultures have mixed, sometimes creating something new (a hybrid culture), sometimes existing side-by-side as cultural diversity.
The economic, social and cultural domination of one group over another.
Throughout the Crime and Deviance topic, students will be encouraged to consider how crime is defined and about possible consequences of behaviour. Students will also reflect on their own experiences of and interactions with media, encouraging them to develop a sense of criticality and questioning.
Students will learn about the differing experiences of the criminal justice system that different social classes experience. This will promote greater understanding and tolerance of others.
Teacher 1: Students will begin this term by learning about right and left realist theories of crime. This is followed by learning about patterns and explanations for gender differences in crime. Teacher 2: This term will begin with an in-depth look at Marxism as a sociological theory, building in greater detail upon students prior understanding from applying it to other topics. Teacher 2 will then move on to looking at how news is selected and presented: is it ideologically biased or purely profit-driven?
Students will be assessed by fortnightly timed assessments (roughly 1 assessment per teacher every four weeks). Some will be short (approximately 10 marks) while others will be longer and involve a full paper reflecting the real exam of 50 marks (for Crime). Media assessments will frequently be comprised of a 10 and 20 mark question. Sometimes one of these questions will focus on a theory, depending on adaptive teaching to student needs.
This refers to how deprived someone feels in relation to others, or compared with their own expectations.
The idea that there is a particular view of masculinity. This is defined through work in the paid labour market, the subordination of women, heterosexism and the driven and uncontrollable sexuality of men.
The New Right concept of those who are at the lowest level of the class structure; a class below the working class with a separate deviant subculture and lifestyle.
The view that the criminal justice system is biased in favour of women, so that they are less likely than men to be charged, convicted or punished.
Postmodernists argue that society has moved into a new era of postmodernity - a globalised, media saturated society, where culture is fragmented, ever-changing and individuals change their identities through consumption on signs and brands.
Refers to men who take care of their appearance in terms of consuming toiletries and fashion products and who are unafraid to express emotional vulnerability.
This describes the way women are effectively left out of media discourse; their achievements are ignored or minimilised, their interests and pursuits trivialised and devalued.
Discrimination that is built into everyday workings of institutions such as schools, the criminal justice system and the media. It may be unconscious rather than deliberate, but is deeply ingrained.
Where generalisations or assumptions are made about particular groups. These can be created and reinforced by the media.
An over-reaction to a perceived problem where a group is labelled as a threat to society's values. The media create a key role in creating moral panics.
Students will be encouraged to reflect on their own experiences of the media and how they select and engage with news.
Students will develop their social skills by engaging in a debate between left and right realist perspectives on explaining and dealing with crime and deviance. They will develop tolerance and understanding of different people's views.
Teacher 1: Learning will start with an examination of the patterns and explanations for ethnic differences in crime. Followed by a focus on the relationship between the media and crime, and research that suggests that the media is a cause of crime. This is followed by an examination of the links between globalisation and crime, in particular that of green crimes and state crime. Teacher 2: Students will learn the feminism theory in more detail, drawing on their past learning from applying feminism in other areas of the course. They will then look at media representations of various categories including gender, age, class, disability, ethnicity and sexuality.
Students will be assessed by fortnightly timed assessments (roughly 1 assessment per teacher every four weeks). Some will be short (approximately 10 marks) while others will be longer and involve a full paper reflecting the real exam of 50 marks (for Crime). Media assessments will frequently be comprised of a 10 and 20 mark question. Sometimes one of these questions will focus on a theory, depending on adaptive teaching to student needs.
The idea that the world is becoming increasingly interconnected and that barriers are disappearing.
An over-reaction to a perceived problem where a group is labelled as a threat to society's values. The media create a key role in creating moral panics.
Crimes that result directly from the destruction and degradation of the earths resources.
Crime that grows out f the flouting of rules aimed at preventing or regulating environmental disasters.
Crime committed by, on behalf of, or with the complicity of governments or state agencies such as the police, armed forced or secret services.
Types of media that use digital technology such social media and the use of the internet.
The idea of people doing copycat actions based on things they have seen.
The idea that people cease to find violence shocking and wrong because they have been exposed to so much of it, through the media.
The state of not being aware of our true identity as exploited workers.
This model assumes that messages presented by the media are received directly and accepted by an audience.
Students will become aware of the ethical issues surrounding green and state crime including the law around these types of crimes and the consequences they have. Students will also reflect on the way their identity is represented in the media and how this may differ for people from different age categories, classes, disability statuses etc.
Students will learn about the differing experiences of the criminal justice system that different ethnic groups experience. This will promote greater understanding and tolerance of others. Tolerance will also be developed through understanding the negative repercussions of unrealistic/negative stereotyping of certain groups in media.
Teacher 1: The Crime and Deviance unit will continue with an examination of sociological theories and evidence for crime prevention and control, surveillance and punishment. Teacher 2: Students will learn about action theories as part of the theories unit, shifting the focus from top-down to bottom-up theories. Students will then complete the audience models topic, looking at whether media has direct or mitigated impacts on us and whether audiences are active or passive amongst other key questions. Students will then complete the globalisation, modernity and postmodernity theory topic, where they will consider the extent to which we can call today’s society postmodern.
Students will continue to be assessed by fortnightly timed assessments. Most importantly, students will also sit their second set of mocks in this term. This will involve an entire Paper 1 for 2 hours (Education with theory and methods), a full Paper 2 for 2 hours (Families and Media) and an adapted but full Paper 3 for 2 hours (Crime & Deviance with theory and methods).
A monitoring of public behaviour for the purposes of population or crime control.
A pre-emptive approach to crime reduction that relies no on improving society or institutions, but simply on reducing opportunities for crime.
Punishment that is severe and cruel, and its motivation is purely expressive.
When the response to crime is to repair the damage caused, for example through compensation - to restore things to how they were before the crime was committed.
The idea that individuals become locked into a cycle of control, shifting between difference carceral agencies during their lives.
The idea that values should be kept out of research.
The situation in late or highmodern society where tradition and custom no longer guide our actions. As a result we are forced to become more reflexive - to constantly monitor, reflect and modify our actions.
The idea that a theory can be proved true, simply by gathering evidence that confirms or verifies it.
According to Karl Popper this is the defining characteristic of science which consists of statements that can in principle be disproved unlike claims made in religion or theories such as Marxism.
The absence of bias or preconceived ideas.
Students will learn to recognise the boundaries of the British criminal justice system, and understand the consequences of behaviour. They will consider moral and ethical discussions with regards to dealing with offenders.
Teacher 1: The Crime and Deviance unit will continue and be completed with an examination of victimology including patterns of victimisation and its impact. The focus will then move to revision to prepare students for their external exams. Teacher 2: Students will complete the media unit by assessing the rise of new media and its role in contemporary society, including whether the impact has been mainly positive or negative. Students will then complete the final section of the theories unit by looking at sociological perspectives on social policy. Teacher 2 will also then join teacher 1 by shifting their focus to revision in order to prepare the students for their external exams.
Formal A Level examinations: Paper 1 - Education with Theory and Methods -33% (2 hours), Paper 2 - Families & Households + Media - 33% (2 hours), Paper 3 - Crime and Deviance with Theory and Methods - 33% (2 hours)
Students will be encouraged to think about their own use of new media (including social media) including the benefits and drawbacks.
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