Students learn about: Students learn to: Suggested teaching and learning strategies Themes and challenges Study the syllabus and construct a programme mind map structure for note-taking The nature of crime purposes throughout the unit. Discuss what students already know about the criminal law and how it affects them. Read the Crime Plan for the programme (see appendix 1) and consider how it meets the needs of the syllabus and students. Students have input into which tasks should receive priority. Students write out a list of questions that they want answered by the course content. Teacher adjusts content where appropriate. the meaning of crime describe the nature of Diagnostic quiz about crime terms the extent to which law crime Using examples from the media at , discuss which news events are considered criminal reflects moral and ethical matters. Discuss the meaning of crime, including: standards Who decides what a crime is? Why do actions that were once considered criminal no longer fit this definition (homosexuality, witchcraft, etc.)? Why have some actions such as domestic violence been criminalised? the elements of crime: Explanation of the terms and outlining their importance in actus reus, actus reus mens rea, criminal law. Students identify the and in a list of cases from mens rea actus reus mens rea strict liability offences Brainstorm: Why is it not always necessary to have present? Students the extent to which the law mens rea consider exemptions of mental illness, age of criminal understanding (doli balances the rights of incapax). Does this help to achieve justice? victims, offenders and Define society strict liability. Discussion of why strict liability offences do not require and the mens rea, implications for justice for victims, offenders and society. causation Explain causation using cases such as [1975] 3 All ER 446 cited in R v Blaue , (1991) 171 CLR 506. Write a note for one case using a note scaffold categories of crime (offences recognise the different an of the categories and their examples. Use Define Create categories of crime. against the person, offences categories of crime examples from media reports and/or cases to illustrate each. against the sovereign, economic offences (property/white collar/computers), drug offences, driving offences, public order offences, preliminary crimes
Students learn about: Students learn to: Suggested teaching and learning strategies Themes and challenges The nature of crime Study the syllabus and construct a programme mind map structure for note-taking purposes throughout the unit. Discuss what students already know about the criminal law and how it affects them. Read the Crime Plan for the programme (see appendix 1) and consider how it meets the needs of the syllabus and students. Students have input into which tasks should receive priority. Students write out a list of questions that they want answered by the course content. Teacher adjusts content where appropriate. the meaning of crime describe the nature of crime Diagnostic quiz about crime terms Using examples from the media at , discuss which news events are considered criminal matters. Discuss the meaning of crime, including: Who decides what a crime is? Why do actions that were once considered criminal no longer fit this definition (homosexuality, witchcraft, etc.)? Why have some actions such as domestic violence been criminalised? the extent to which law reflects moral and ethical standards the elements of crime: actus reus, mens rea Explanation of the terms actus reus and mens rea, outlining their importance in criminal law. Students identify the actus reus and mens rea in a list of cases from strict liability offences Brainstorm: Why is it not always necessary to have mens rea present? Students consider exemptions of mental illness, age of criminal understanding (doli incapax). Does this help to achieve justice? Define strict liability. Discussion of why strict liability offences do not require mens rea, and the implications for justice for victims, offenders and society. the extent to which the law balances the rights of victims, offenders and society causation Explain causation using cases such as R v Blaue [1975] 3 All ER 446 cited in , (1991) 171 CLR 506. Write a note for one case using a note scaffold categories of crime (offences against the person, offences against the sovereign, economic offences (property/white collar/computers), drug offences, driving offences, public order offences, preliminary crimes recognise the different categories of crime Define categories of crime. Create an of the categories and their examples. Use examples from media reports and/or cases to illustrate each.