Provide a framework for answering the question on this topic. Extension Research religious attitudes to the law, including supporting it but possibly challenging it where it is perceived as being unjust. Present findings to a partner. Timing Topic Subject specific Guidance Learning activity Resources title detail Lesson Reasons Reasons for crime, Students will be able to: Students might be asked to categorise the Guided worksheets 2 for crime including: poverty and recognise some of reasons worst to least bad; acceptable/not; on reasons for crime. – upbringing, mental the reasons for nurture/nature; avoidable/not. illness and addiction, crime Students could be given information on the A suitable textbook greed and hate, be able to explain reasons long-term and trigger, asked to sort on this topic. – opposition to an unjust these reasons and examples into these. They could be given law. give examples. information on crimes and asked to work out the Access to the internet reason behind it. for research tasks on types of crime and Working in groups, students could debate reasons criminals the reasons what can be done to reduce gave for committing – impact of each? Which are the worst reasons in them. terms of doing most damage? Or in terms of most selfish? Students could try to come up with Suitable and relevant solutions to these reasons, or to come up with film clips.
Provide a framework for answering the question on this topic. Extension Research religious attitudes to the law, including supporting it but possibly challenging it where it is perceived as being unjust. Present findings to a partner. Timing Topic title Subject specific detail Guidance Learning activity Resources Lesson 2 Reasons for crime Reasons for crime, including: poverty and upbringing, mental illness and addiction, greed and hate, opposition to an unjust law. Students will be able to: recognise some of the reasons for crime be able to explain these reasons and give examples. Students might be asked to categorise the reasons – worst to least bad; acceptable/not; nurture/nature; avoidable/not. Students could be given information on the reasons – long-term and trigger, asked to sort examples into these. They could be given information on crimes and asked to work out the reason behind it. Working in groups, students could debate the reasons – what can be done to reduce impact of each? Which are the worst reasons in terms of doing most damage? Or in terms of most selfish? Students could try to come up with solutions to these reasons, or to come up with Guided worksheets on reasons for crime. A suitable textbook on this topic. Access to the internet for research tasks on types of crime and reasons criminals gave for committing them. Suitable and relevant film clips.
AQA-80622-SOW-E.DOCX