1. Identify and explain key academic theory relating to criminal law and the criminal justice process.
2. Describe and analyse strands of theory, legislation and practice developments relating to the prosecution of serious crime
3. Identify and research key issues and apply practical problem solving to propose solutions to contemporary issues in criminal justice
4. Evaluate and synthesise a range of appropriate sources, including both primary and secondary sources, drawn from law and related fields of study

The MCT will include questions covering the breadth of the syllabus and will assess Learning Outcome 1

The essay question will focus on one of the strands discussed within the year. It will require research, application of data, theory and explanation to how the subjects have created new law, giving a specific UK case study. It will assess learning outcomes 2-4.

The essay will be handed in March (week21) followed by a Final MCT examination in May (week 28)

Revision sessions will take place prior to essay and examination.

The module introduces students to the consideration of the role of criminal law, human rights legislation, case law, theory and policing practice, come together to influence the way serious crime prosecutions may be delivered within the criminal court process. It will also give some consideration to the consideration of civil orders. Indicative content includes:

- The Human Rights Act – and the importance of Legality, necessity and proportionality when applied to state surveillance
- The influence of media on crime and Legislation.
- State Crime
- Violence theory and influence on legislation/victimology
- Sexual Offending and Treatment Programmes
- Gangs Theory and Influence on State response
- Drugs Policy – law and social influence - Decriminalisation
- Human trafficking – Law and Theory impacting on witness welfare and CPS policy
- The Difficulties in bringing child abuse cases to court – Munrow and Government Policy
- Justice report on Policing Online Child Abuse cases


PLEASE NOTE THE DETAIL MAY CHANGE AS RESEARCH IS UNDERTAKEN AND NEW LAW AND POLICY EMERGES

Students will examine law, policy and theory that influence how strands of predominantly crime issues are regarded within the judicial system. Students will engage with practical subjects as broad as the growth of civil orders, recognition of coercive control in violence and human trafficking investigations, all of which now influence how evidence is obtained and regarded by the court. Students will also consider policy creation to deflect vulnerable offenders into restorative measures, training, and treatment. Each week we will examine a different subject and associated case studies. However, all the subjects are inextricably linked by human rights considerations, CPS direction and policing policy; all of which, lead to legislative development and strategies engaged by Government to reduce threat, harm and risk.

The learning strategy for this module is based around students committing a total of 200 hours of activities towards achieving the learning outcomes. These will be split between 39 hours of direct contact with a tutor including assessment time and 161 hours of directed, guided and self-study, together with preparation for and completion of the assessment tasks.

Contact will include a mixture of small and larger group activities, much of it based on the principles of practice and problem-based learning. Learning will be organised into a series of sessions where students will be required to participate. Each session will be based around a problem or issue, and students will work towards a range of solutions by specifying objectives, identifying constraints, obtaining background information, applying related theory and knowledge based around the subject matter.

Large group sessions seek to establish an overview framework within which selected theories and rules of the subject matter can be more effectively developed. They will verify and consolidate knowledge and understanding. The guided learning will incorporate a mixture of activities, some of which will require group work and electronic interaction. The learning will be facilitated by use of the VLE platform and discussions/interactions between students and the tutor.

Through required independent reading, students will be expected to be familiar with contemporary discussions in this area of theory, and to bring a range of ideas to bear on the discussions. Thus, although there will be a framework of knowledge and understanding, students will be actively, rather than passively, engaged in the process of both learning about, and increasing understanding of, the subject matter. The assessment scenarios will be used as a constant reference to problem solving and application of theory.

The module will use a blend of teaching methods to enable different styles of learning to be facilitated. The differing methods will also be a platform for the development of essential skills such as knowledge and problem solving, as well as research, teamwork, communication and referencing.

Working towards the assessment tasks will be a key element of the learning, and the tutor will be available to guide students through the process, and to improve their ability to meet the learning outcomes to a high standard. The assessment will be an integral part of the module. There will be one assessment point and workshops specifically focused on assessment activities will be scheduled into the timetable. A Formative referencing and problem-solving element are embedded into the learning schedule.

There is recognition that the module is offered to law students and is benchmarked against broader outcomes such as the intellectual independence to choose problems the assessment aims for. Students are encouraged to ask and answer questions about rules of theory as well as wider social implication and gaps in their own knowledge.

The module not only seeks to test understanding of Law and theories influencing the judicial system, but concepts, values, principles of a diverse public engagement and the benefit it brings to arena. The content material is constantly focused toward anti-discriminatory, inclusive pedagogy. For example, within the content, specific case study focuses on the pro-active engagement diversion tactics for the BAME community via the Lammy report and the benefits vulnerability, influencing policy. Throughout the semester and within the assessment, students are continually informed of the importance of broader impact of the judicial process, including how the choice of indictment can protect vulnerable witnesses, particularly children and young people. Although the module focus is on Law, policy, investigative consideration and theory recognition, this cannot be achieved without further recognition of social elements such as the possibility of non-judicial outcome, access to training, treatment programmes, addiction services and other restorative measures.

Numerous journal articles and reports posted weekly into BB

CPS website direction EG - https://www.cps.gov.uk/legal-guidance/human-trafficking-smuggling-and-slavery

Liebling et al. The Oxford Handbook on Criminology – (OUP 2017) – Staffs Library and law Trove

Crime Journals – Lexus/Westlaw

The University has a raft of electronic journals; too many to list here – IE

Widom, C ‘Long-Term Impact of Childhood Abuse and Neglect on Crime and Violence’ (2017) 24 (2) Clinical psychology (New York, N.Y.)

Module Study Guide

Access to appropriate and secondary legal resources via Blackboard and also the University library including e-books and journals. – OUP Law-trove - Specialist software (Lexis-Nexis, Westlaw)

Computing facilities to access material available via Blackboard, and the Web.