Criminology with Policing BSc (Hons)

This module will enable students to critically consider the array of individuals, agencies and processes integral to the functioning of the criminal justice system. Through their discoveries, students will enhance their understanding and knowledge of the solitary and shared role(s), responsibility(s) and experience(s) of those (in-)directly involved within the criminal justice system. And become cognisant of the cooperative and competitive relationships between those involved within and impacted by criminal justice policymaking and practice: inclusive of, yet not limited to offenders, victims, practitioners and the publics. This module will encourage students to critically evaluate the influence sociodemographic characteristics and lived experiences hold in the operational objectives, procedures and outcomes of the criminal justice system. As well as for students upon the module to reflect on the application of philosophical and theoretical concepts within criminal justice decision-making. This module will allow students to acquire meaningful skills which can be influential in their personal and professional lives as advocates for the preservation of a fair and equal criminal justice system. From having explored and discovered former, current and prospective approaches to delivering justice and reducing harm(s) in practice, as well as developing their capacity to communicate effectively to an audience.

This module combines the essential aspects of policing, criminal law, decision making and police powers and procedures. It is designed to introduce you to the principles and application of legislation in relation to crime and the criminal justice system. You will be taught relevant legislation to the activities of a police officer and how to break down the legislation into points to prove. Practical scenarios and discussions will allow you to understand how to apply the law at police incidents, as well as considering the different agencies that make up the criminal justice system and how these reflect our understanding of 'crime' and the purpose of punishment.

In addition, you will begin to understand the various functions of the criminal justice system including the courts and supporting vulnerable victims and witnesses. Academic skills of notetaking and revision skills will be developed to assist in identifying the relevant aspects of lectures for the online exam. Revision sessions and knowledge checks will be utilised to cement knowledge and introduce techniques to assist in retaining information. Students will then develop the skill of applying the law at policing incidents together with the National Decision Model, utilising a structured approach to decision making in policing. Videos of incidents and scenarios will be used to allow students to apply decision making and provide rationales during group discussions. Key documentation such as the Core Investigative Doctrine will be used to develop ethically recorded rationales and how discretion, accountability, ethical behaviour, risk and bias can potentially impact on professional and objective decision making.

You will be taught essential skills such as communication skills and the importance of the types of questions to elicit information from a victim or witness. The purpose and structure of a statement will be discussed together with decision making and the recording of information at policing incidents. A series of practical role plays will provide you with the opportunity to witness an incident and then write your own statement before taking statements from victims and witnesses using authentic documentation. You will then combine these skills in immersive exercises using our Visual-reality (VR) cave and in a series of role play scenarios. This will be the opportunity to make and develop decision making skills and your rationales for those decisions. Students will be taught reflective practices and theories such as Gibbs reflective cycle, together with research skills to find relevant academic sources. Essay writing skills will be developed during the module and these skills will be used to reflect on decisions and actions during the role plays to produce a reflective piece of work as the second assessment of the module. The practical workings of a court will be witnessed through visiting and observing their Chester Magistrates Court and Chester Crown Court.

This module offers a critical excursion of theory, legislation, policy and practice in the domain of contemporary youth justice. Children and young people may be considered both victim and offender and students within this module will explore representations of this stage of the life-course. This module provides students with a critical insight into criminal justice and societal responses to children and young people in conflict with the law. Through exploration of public, political and media attention to children and young people alongside modern reformers and activists, students will develop an ability to communicate arguments relevant to youth justice. This module aims to provide students with the key skills to develop an alternative assessment of the ‘youth crime problem’. Students will learn about personal and professional opportunities and develop an ability to respond to feedback about practical and academic work relevant to contemporary youth justice.

Explore how media shapes public perceptions, in particular in reference to deviance in this dynamic sociology and criminology module. "Media and the Representation of Deviance" delves into the influence of both traditional and contemporary media platforms on societal views, looking in particular at deviance, from crime to inequality, mental health and politics. Students will examine key academic literature and theories, learning to critically analyse concepts such as agenda-setting, news values, and media framing, as well as influential models like Chomsky and Herman's propaganda model and moral panic theory. The module covers the evolution of media, from its historical roots to the complex world of social media, examining the power dynamics in media ownership, the regulatory landscape, and the framing of social issues. Through case studies, students will apply theoretical insights to real-world examples, understanding how media representations impact public opinion and influence policy on topics like mental health, poverty, welfare, and crime. By the module's end, students will be equipped to construct well-supported arguments on the role of media in shaping social inequalities, understand its power in influencing societal outcomes, and critically reflect on emerging trends in media representation. This module is essential for anyone interested in understanding the media’s role in constructing narratives around deviance and its broad impact on society.

This module enables students with A-Level German or equivalent to further develop their grammar, vocabulary and expression and apply these to real world situations.You will work with written and recorded texts on a range of cultural, personal and social topics and will develop your oral and written communication skills at Post-A level.

This module is designed for students that have completed A-Level or equivalent in French. You will further develop your grammar, vocabulary and expression and apply these to real world situations. You will work with written and recorded texts on a range of cultural, personal and social topics and will develop your oral and written communication skills at Post-A level.

This module is designed for students that have completed a A-Level or equivalent in Spanish. You will further develop your grammar, vocabulary and expression and apply these to real world situations. You will work with written and recorded texts on a range of cultural, personal and social topics and will develop oral and written communication skills at Post-A level.

This module is designed for students who have completed GCSE in Chinese or equivalent. You will further develop your grammar, vocabulary and learning conventions for spelling and pronunciation. You will work with written and recorded texts on a range of cultural, personal and social topics and will develop oral and written communication skills at an intermediate level.

This module is designed for students who have completed GCSE or equivalent in French. You will further develop your grammar, vocabulary and learning conventions for spelling and pronunciation. You will work with written and recorded texts on a range of cultural, personal and social topics and will develop oral and written communication skills at an intermediate level.

This module is designed for students that have completed GCSE or equivalent in Spanish. You will further develop your grammar, vocabulary and learning conventions for spelling and pronunciation. You will work with written and recorded texts on a range of cultural, personal and social topics and will develop oral and written communication skills at an intermediate level.

This module provides the opportunity to study a new language from scratch and introduces you to basic grammar, vocabulary and cultural contexts. You will apply the language to practical situations using both oral and written skills. 

This module will enable students to critically develop their existing knowledge and understanding of current – and former – representations of crime and criminal justice. Through analytically deconstructing a wide array of historical, geographical, social and political representations of crime and criminal justice. Students upon the module will be encouraged to identify and assess how and why these representations of crime and criminal justice are constructed and disseminated among society. Considerations of gender, class, disability, age, race, religion and sex will therefore be acknowledged to emphasise the spectrum of individuals within society (sub-)consciously influential in, as well as influenced by representations of crime and criminal justice. Whilst the philosophical and theoretical concepts which are embedded throughout the module will serve to highlight to students the advantages and limitations of representations throughout practice. This module will allow students to acquire meaningful skills which can be pivotal in their personal and professional lives as champions of social justice reform. From having explored and discovered the pervasive influence representations hold over the ongoing (re-)configuration of culture in practice, as well as developing their digital proficiencies in communication.

This module offers students an understanding of the interactions between race, ethnicity and migration in the contemporary governance of global injustice, inequality, and in the structuring of society. It introduces students to race and ethnicity as fluid and contradictory categories, and as social constructions with real social and legal consequences. It further discusses migration, both as a range of practices and relations that people enact, and as a system of governance that manages inequality in the freedom to move, and in life opportunities.

The module approaches race and ethnicity to show the global variation of the concepts, going beyond the criteria used in the Global North and in anglophone contexts. It further discusses migration, both in terms of different practices of global mobility and participation and society, and in terms of specific aspects of governance, from border controls and migrant detention, to the attribution of citizenship rights. It also explores how systemic inequities in race and ethnicity intersect with criminal justice practices, influencing outcomes such as policing, sentencing, and incarceration.

The module introduces students to how race, ethnicity, and migratory experience and background can lead to diversity in the impact of social issues. It encourages students to critically examine the ways in which race, ethnicity, and migration inform societal responses to crime, law enforcement, and broader patterns of injustice. The module further guides students to consider life histories and the mutual relation between social concepts and individual biographical experiences

This module  takes both a theoretical and practical approach to criminology, crime prevention and sociology. It examines the relationship between victims and those who commit crime and how to apply sociological, historical, psychological, criminal and cultural perspectives to the study of crime and punishment and how societies respond to such offending.

Students will learn several crime prevention principles and theories, and examine and discuss the role of the public, the Police and both statutory and statutory Authorities role in crime prevention.

The fascinating concept of Restorative Justice as a means of crime prevention/and or rehabilitation will be examined in detail discussing the theory in the UK and across the World. Using real case study examples, students will plan, prepare and take part in multiple roles in practical role -play scenarios in restorative justice conferences highlighting a victim-centred approach to crime.

This module provides a structured, university-level work placement for 4, 5 or 7 weeks as one continuous block / period with a placement provider (i.e. a local employer from the private, public, or charitable sector). It is designed to enhance your professional skills in a real-world job setting.

The placement can either be organised by you or with support from university staff.

All work placements within this module must be university-level; this means:

• Undertaking high-skilled work commensurate with level 5 study (e.g. report writing, attending meetings, delivering presentations, producing spreadsheets, writing content on webpages, social media, marketing services/products etc)
• Physically placed (albeit part of it can be hybrid) within an employer setting in one continuous block / period for 4, 5 or 7 weeks for a minimum of 140-147 hours over the course of the entire work placement
• Where applicable, your existing part-time employer can be approached/used as the placement provider, if the high-skilled work criterion above is fulfilled for the full duration of the placement.
• All quality assurances/agreements provided by the University are adhered to, by you and the employer.

The work placement context may not necessarily, reflect your degree discipline per se, but rather, it will give you an enriched experience to enhance your professional skills in a real-world job setting.

This experiential module is designed to provide students with hands-on learning experiences that complement their academic studies. This module aims to bridge the gap between personal social missions, theory and practice, equipping students with critical awareness, essential skills and experiences for their future plans, including employment, further study and other ventures. The module is enriched through partnership working between academics and others working in a range of organisations promoting social impact. Students will have opportunities to foster their own social missions, develop and apply academic understanding and key skills through working on real-world projects. Key components of teaching and learning include:

1. Real-World Projects: Students engage in projects that address actual challenges faced by organisations, allowing them to apply theoretical knowledge and key skills in practical settings. 

2. Service Learning: Initiatives that combine community service with learning objectives, promoting social responsibility and civic engagement.

3. Reflective Practices: Encouraging students to reflect on their experiences through journals, discussions, and skills analyses to enhance critical thinking and personal growth.

4. Networking Opportunities: A range of networking opportunities will be shared that students can engage in during independent study to build sector insights and develop their networks. 

5. Skills workshops: Experts will deliver Social Impact Leadership workshops giving insight into personal success and challenges in their paths and teaching key skills towards success.
6. Career Guidance workshops: Knowledge from Career Experts will underpin career guidance to support students to develop personalised plans for actioning towards aspirations, including employment, further study and other aspirations. 

This module applies learning from IP4107 Criminal Law and Decision Making in the first year. The aim of this module is to focus on the Anatomy of a Crime and allow the students to apply learning in a safe teaching environment and to develop employability skills as criminal investigators. The intention is for students to investigate a reported crime from its initial report, up to presenting evidence at court. This module builds on knowledge relating to criminal decision making and the responsibilities of a response officer.

An investigative journey will include the Hydra Immersive Suite, where students will receive the report of the crime and develop a hypothesis of the cause and develop intelligence to identify a suspect. They will then attend the Crime Scene House, where they will develop skills in implementing witness and forensic strategies and digital forensic strategies, as well as create ongoing decision logs to effectively record their decision-making processes. Having gathered all available sources of intelligence and evidence, the students will plan and execute a search warrant culminating in the arrest of a suspect along with Investigative interviewing of the identified suspect. Finally, the students will prepare their evidence in a case file that will ultimately be presented at court. Students will also attend sessions in Chester Crown Court to witness police officers and witnesses present their evidence. This will allow students to apply prior learning and develop skills in criminal investigation, teamworking, public speaking and communication skills.

The module will provide the opportunity to further develop your language skills, building on your previous learning at advanced level. The second half of the module includes a placement abroad or, alternatively, a project on a sustainability issue in a target language country. The first half of the module will prepare you for placements abroad where appropriate as well as a deeper understanding of sustainability in target language contexts. Students of more than one language may take one language in the first half of the module and spend their time abroad developing a different language. 

The module will provide the opportunity to further develop your language skills, building on your previous learning at intermediate level. The first half of the module includes intensive taught sessions in interactive workshop mode which will prepare you for placements abroad or self-directed language development. The second half of the module includes an placement abroad or, alternatively, a project on a business or tourism issue in a target language country. Students of more than one language may take one language in the first half of the module and spend their time abroad developing a different language. 

The module will provide the opportunity to further develop your language skills, building on your previous learning at beginner level. The first half of the module includes intensive taught sessions in interactive workshop mode which will prepare you for placements abroad or self-directed language development. The second half of the module includes a placement abroad or, alternatively, a project on a cultural issue in a target language country. Students of more than one language may take one language in the first half of the module and spend their time abroad developing a different language. 

• The multiple facets of global citizenship
• Ethical engagement and practice
• The United Nations Sustainable Development Goals
• Cross-cultural issues and sensitivity
• Intercultural communication
• Culture shock
• Cultural adjustment
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess-with a strong focus on understanding the intercultural competencies (ICC) needed to live and work abroad.
• Critical analysis/evaluation of individual requirements in relation to culture/cultural adjustment/culture shock/visas/medical.
• Critical analysis/evaluation of skills already acquired in relation to key skills related to ICC.
• Devising strategies to improve one’s own prospects of working abroad in the future.
• Devising an action plan to address gaps in transferable skills based on organisational analysis and sector opportunities.

Part A:      

Preparation for Experiential Overseas Learning will take place at the University of Chester during level 5 and will include:  

• The multiple facets of Global citizenship
• Ethical engagement and practice
• Cross-cultural issues and sensitivity
• Intercultural communication

Theories, models and strategies of learning

• Theories and models Intercultural competence
• Theories and models of Integration and Multiculturalism
• Critical thinking skills and models of Reflection

• Experiential learning models
• Self-directed experiential learning

Personal and placement-related skills

• Enhanced independence
• Improved command of multicultural behaviour
• Increased knowledge and confidence in their individual facets of personal identity
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development
• Team building and team work

Part B:            Overseas

Students will engage in experiential learning activities overseas for at least 150 hours 

Preparation for the year abroad will take place in Chester during level 5 and will include:

• Cross-cultural issues and sensitivity
• Host-country orientation, study methods– economic, political and social reality of the country
• Orientation specific to exchange – health, education, gender issues
• The United Nations Sustainable Development Goals
• Practical matters relating to living and studying in the wider world

Theories, models and strategies of learning

• Critical thinking skills, experiential learning and models of reflection

Personal and placement-related transversal skills

• Effective self-motivation and independent resourcefulness
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development

Whilst abroad:

You will undertake study at one of the University of Chester's partner universities or undertake and approved work placement or virtual placement. If you are a student,  it is expected that you will choose a series of modules at the university abroad which must be agreed by the host institution and the Module Leader. you must supply details of you modules on a learning agreement within 4 weeks of arrival at the host university.

This level 6 major project module will take students on a transformative journey that will enhance their critical thinking, analytical abilities, and academic writing.  Students will learn about the philosophical foundations of social research and will be able to reflect on their own philosophical and methodological standpoint. Research design, ethical issues and methodological tensions will be covered throughout the first two terms of this module. A practical focus on quantitative and qualitative data analysis will aid students to become career ready for the research sector. Teaching will be face to face in small groups,  where students will work with peers to consider the staged process of research design and apply what they have learnt to real world research phenomena. Once students have developed their knowledge and understanding of research methods and data analysis techniques, they will embark on their own piece of research under the guidance of an academic supervisor. By writing a substantial piece of independent research students will gain essential skills in research methodology, data analysis, and academic writing that will serve them throughout their academic and professional career.

Students will be able to focus their major projects within a range of themes such as: Criminal Justice System, Mental Health, Risk and Counselling, State Crime, Media and Representation, Social Policing, Sustainability, Vulnerable groups, and Youth Justice. 

This module will enable students to critically analyse and evaluate theoretical and philosophical justifications of punishment across time and space. Coupled with an examination of why and how punishment is delivered in practice. This module will encourage students to appreciate the consistencies, contradictions and conflicts which arise across theoretical and philosophical inquiry, as well as among political ideologies. That serve to impact upon the creation, development and application of penal policy. Students upon the module will critically appraise what is (and is not) known of the inner workings and relationships among practitioners. With considerations of gender, race, religion, age, class, sex and disability also being acknowledged to emphasise the role(s) and responsibility(s) of society as determining factors in the development and delivery of punishment. This module will allow students to acquire meaningful skills which can be influential in their personal and professional lives as proponents of criminal justice reform. From having explored and discovered the multiplicity of individuals involved in and impacted by the existence of crime, as well as developing their capacity to communicate effectively to an audience and stimulate change.

This module builds on previous investigation-based learning in the IP6620/IP6614 modules and prepares the student for a career in an investigative environment. The module aims to enable students to understand and identify legislative, ethical and professional considerations and demonstrate the application (through a case study) of the highly technical skills required when conducting digital crime investigation evaluating the relevant legislation, national policy and specialist support structures available to investigators and the support of vulnerable victims and witnesses. The student will recognise and acknowledge community and business considerations when conducting digital crime investigations whilst keeping a balanced, professional and objective approach.

This module aims to develop a critical evaluation of the effect drug and alcohol abuse has on individuals and society in the United Kingdom (UK). Students will apply sociological, historical, psychological, and cultural issues which influence the use of such substances and the political strategies to address the harm caused by both alcohol and controlled drugs. Students will critically interpret the influence of the media and glamourisation, in addition they will compare the effectiveness of the UK police and multi-agency approaches when compared to decriminalisation and rehabilitation approaches of other countries. 

Students will study the impact of alcohol abuse on individuals and society; Alcohol the driver of crime and disorder; Alcohol and associated strategies; Glamorisation of alcohol use; The political and economic influence of policing alcohol use; Rehabilitation methods and other approaches to alcohol use. Additionally, the impact of drug abuse on individuals and society; History of the criminalisation of drug use in the United Kingdom; Drug Strategies and the impact of drugs on crime and disorder.

The aim of this module is to acquaint students with knowledge and understanding of the key issues and debates with regards to multi-agency working in the context of protecting vulnerable children and adults who become or are at risk of being victims of crime. During this module, key guidance and preventive models will be discussed which will lead to the recognition of what are the key issues that prevent effective multi-agency working and their impact on service delivery.

This module will focus on all aspects of public protection in terms of how police manage criminal investigations and reduce the risks to the individual. Additionally, the prevention of risk towards the victim and how offenders are managed identifying key issues, which students will need to analyse and evaluate in terms of multi-agency working. The module outlines key processes in criminal justice, including risk assessment and the planning and delivery of interventions to tackle dangerous offending. Students will critically review the term ‘safeguarding’ and how interventions can be put in place to reduce the risk to individuals and protect the public.

Students will use the Hydra Immersive Learning Suite, which is directly relatable to their assessment. Students will use this facility for ecological validity, to enhance their decision making skills for future practice.