The Criminology resources are aimed at Level 3 students. They cover: Learning Outcome 4: LO 4: Understand causes of policy change AC4.1 Assess the use of Criminological Theories in Informing Policy Development This section considers how theories (already covered earlier in the unit) can help to reduce crime. For example, the idea that CBT/pyschoanalysis can help someone overcome long-term trauma or abuse. If long-term trauma or abuse is not dealt with this can often lead to aggression /anger issues and can in some instances sadly result in criminality. This section of the exam therefore explores a variety of those theories (from diet to token economy etc). I have included a number of activities to help keep students engaged e.g. eat well plate, case studies, examples of crime prevention policies and exam questions linked to this section.

The Criminology resources are aimed at Level 3 students. They cover: Learning Outcome 2: Know Theories of Criminality AC 2.3 Describe Sociological Theories of Criminality The resources include lesson power points, case studies, exam practice questions and worksheets. The resources are all linked back to exam questions and the Criminology spec.

The Criminology resources are aimed at Level 3 students. They cover: Learning Outcome 3: Understand Causes of Criminality AC3.2 Evaluate the Effect of Criminological Theories Students must consider the strengths and weaknesses for each theorist that they have covered earlier in Unit 2. I have included some example criticisms and students must come up with some of their own by completing the grids. I have also included some example exam questions.

The Criminology resources are aimed at Level 3 students. They cover: Learning Outcome 4: LO 4: Understand causes of policy change AC4.2 Explain how social changes affect policy development This section considers how policy has been influenced by social changes and attitudes in society. There are quite a few topics under this section which could come up in the exam (I discussed a few things with my class to start with early in the lesson). I focus on two main areas in this lesson (same sex relationships and women’s rights) so that they can see how I examine the social change and then the policy development that goes with it. As homework, I set my class the task of researching 4 other topic areas of their own along with the up-skirting activity. Hope this helps.

These resources are aimed at Level 3 students who study Health and Social Care. This particular assignment builds on the existing knowledge that students will have from previous lessons (see my other lessons on Tes). I have provided an exact breakdown of what needs to go in Assignment 4. My lesson here is more of an action plan to help students put together a treatment plan for their patient. This assignment is very in-depth so my lesson resources gives them a template and case studies to help them get started. In my lesson we chose one of the provided case studies and ran through the booklet together.

The attached resources are aimed at Level 3 BTEC Health and Social Care students. The lessons contain information and engaging activities that allow students to learn the subject material as well as preparing them for their coursework assignment. I have also included a "help sheet" that my students found very useful as it helped them to break down the assignment criteria.

These resources are aimed at level 3 students studying BTEC Health and Social Care. These resources cover the P7 and D3 assessment criteria in relation to the roles and responsibilities of members within a multi-disciplinary care team. The activities provided helps to prepare students for writing their assignment. Resources contain; mind maps, information, missing word activities etc. I have also included a "start me off" model framework - my students always like to know "what it should look like" so I have found that this helps them to get started.

The Criminology resources are aimed at Level 3 students. They cover: Learning Outcome 1: Understand the Process of Criminal Investigations AC1.2: Assess the usefulness of investigative techniques in criminal investigations The resources start with a peer assessment of AC1.1 (this acts as a nice starter activity and gets students thinking about the structure of their controlled assessment). The resources then show students how to “assess” the usefulness of investigative techniques through a class activity. The class activity consists of three case studies where students are expected to put themselves in the situation of an investigator (I printed the cases studies out on laminate and then got students to sit in groups and make posters). The students must decide what techniques would be better suited to the case at hand. This really helped my students to tackle AC1.2 with more confidence and they came out of the lesson with a clearer idea on how to actually “assess”. I have also included an instruction booklet that students can use as guidance for their practice controlled assessment. I tend to send the booklet power point to reprographics and they staple it into a booklet format for me :). My students like this as they have a clear idea of how to set their work out. PLASE NOTE -that the Brian Keating DNA case study activity mentioned on the power point is FREE and is available to ALL to use on the Napier Press website.

The resources attached are for Post-16 students who are studying A Level Law. The content can also be adapted and used for BTEC students. The exam question on the power point is taken from a sample paper that OCR have published on their website. This lesson provides a case study which helps students to understand the idea of why ADR plays an important role within our Civil Justice System.

Unit 1 Changing Awareness of Crime Learning Outcome 1: Understand how crime reporting affects the public perception of criminality Assessment Criteria: AC1.5 Explain the impact of media representation on public perception of crime Please find attached Level 3 resources for the new specification of Criminology. These resources have been created for post-16 students who are studying the Applied Certificate and Diploma in Criminology. They are suitable for both WJEC and Eduqas exam boards. The lessons includes the following LO: Identify the key impact of media representations on the public perception of crime (using basic key words) [E-C] Explain the impact of media representation on the public perceptions of crime (key words and explaining it with full paragraphs) [C-B] Describe, clearly and with detail, the impact of a range of media representations on the public perception of crime (key words, full paragraphs and examples) [B-A] The resources attached include both a teacher power point presentation and a student activity booklet. This means that students can follow the lesson easily and the assessment criteria which they are completing is clear. I have designed these booklets so that students feel more guided when it comes to the formal controlled assessment. They can follow the subject material and extend their own learning through the key term homeworks and case studies. I have linked the lessons to the “Mr and Mrs S” Exam Board Assignment Brief but you can tailor the lessons to any brief that you have selected for your students. Remember that students must acknowledge the assignment brief but not make it all about the assignment brief. They must focus on meeting the assessment criteria set out by the exam board. Enjoy!

The Criminology resources are aimed at Level 3 students. They cover: Learning Outcome 1: Understand the Process of Criminal Investigations AC1.1 Evaluate the Effectiveness of the Roles of Personnel involved in Criminal Investigations You will find a useful structure for students to follow on the attached power point. It really helps if you get students to complete the summer homework booklet also available on TES under Introduction to Unit 3.

The attached resources includes a work booklet, a dilemma card activity and a power point presentation. The lesson can be used for either A Level Law students or BTEC Law Level 3 students. The booklet provided allows students to interact with the lesson. Print out the dilemma cards and get students to decide which category their offence/dilemma falls into. Some of the activity cards provide a basis for discussion points e.g. telling lies- “is it civil or criminal?” Students always enjoy this activity as it puts them in charge and gets them engaged with how law works in the “real world”. The lesson in full covers the following key areas: Key differences between civil and criminal law The courts in civil and criminal cases Burden/Standard of proof in civil and criminal cases 4)Outcomes/consequences of breaking the law in civil and criminal cases The lesson resources also include case studies which enable teachers to track the process of students. This lesson really does help to “show progress” and is a useful tool for lesson observations.

This resource is an activity booklet that sets students up for writing their P1 M1 D1 assignment. Please refer to my other resource on TES for the lesson Power Point that matches the activity booklet.

I have designed an easily printable project booklet on Ancient Egypt. Print this out and staple together for an easy end of term/end of topic project that your students can have lots of fun doing! No teaching required (all the information is self-contained within the booklet so students can find the answers themselves)! Therefore, this would be an ideal lesson if you needed to leave cover work or indeed if you are simply out of teaching energy (end of term can be tough!). Target Students: Key Stage 2 or 3 (I used it for my Y7s) (ages 10-12 yrs). It contains: missing word activities, SPAG exercises, fun facts, comprehension questions and 'draw your own' pages. My students loved it as they took it home to show parents what they had been learning about!

This resource provides an easy to follow 'step-by-step' help sheet on what to include within the P3 M3 D2 assignment. This is for Unit 5 (new spec). Please see my other resource on TES for the matching lesson Power Point for this assignment.

This resource is aimed at Level 1 students. It contains a power point lesson with clear objectives on the key areas of "Care Standards" in England. This is useful and interactive and can be used as a basis for discussion for those students who are wishing to pursue a career in health and social care. Lesson objectives cover: *Identify what the care standards are *Give examples of care standard expectations *Explain who regulates care standards in England

The resources include both a lesson and work booklet on Bandura and his study on behaviour. This lesson can be adapted to any post-16 class who need to learn about Bandura's study and research findings.

Please find attached lesson resources for the "Behaviourist Perspective" on Classical Conditioning. This lesson was used for Level 3 Health and Social Care students for the P1 M1 assignment task in Unit 8. However, this lesson can also be adapted and used for the studies in A Level Psychology lessons. The resources contain both a lesson power point and a work booklet that students can fill in along side the lesson.

These resources contain a lesson power point and an activity booklets for students to complete along side the lesson. This lesson is aimed at Level 3 BTEC Health and Social Care students for Unit 8-Psychological Perspectives. This explains the "Behaviourist Perspective". This lesson can also be adapted and used for A Level Psychology.