Submission Deadline Marks and Feedback

Before 10am on: 20 working days after deadline (L4, 5 and 7)

15 working days after deadline (L6)
10 working days after deadline (block delivery)

06/2020

Unit title & code Victims and Victimology ASS075-2

Assignment number and title
Assignment type
Weighting of assignment
Size or length of assessment
Unit learning outcomes
1 Scenario based Case study
Case Study
100%
2000 words +/- 10% *Note that reference lists do not count in the word limit.
1. Demonstrate the following knowledge and understanding:
Synthesise the theoretical and practical concepts of providing initial contact and support to victims,
survivors and witnesses who have been affected by offending or anti-social behaviour.

2. Demonstrate the following skills and abilities

Analyse situations and apply key theories and concepts in respect of offender and victim relationships,
victim status, victim support and the victim’s role within the criminal justice system.

What am I required to do in this assignment?

Assessment: The one assignment for this unit is a scenario based case study. You will be provided with a written/visual scenario and will be
required to make notes on your approach. These notes will be developed into a case study, which will allow you to demonstrate your
understanding of the legislation, policies, procedures and theoretical concepts underpinning dealing with victims, survivors and witnesses.

Aims of Assessment: Present written argument that is focused, reasoned, evidenced, logically organised, appropriately concluded and
referenced by a recognised system (Harvard) to address given questions about youth and crime. You will be given feedback on your work,
and you will be able to gauge your strengths and address areas where you need to make improvements in your knowledge, analysis and
communication skills.

What do I need to do to pass? (Threshold Expectations from UIF)

In order to pass Assessment 1 you will need to:
 Identify and apply the relevant legislation and procedures relating to the initial and on-going support given to victims, survivors and
 witnesses
 Identify the options for supporting individuals and the rationale used in determining the most appropriate action to be taken for
the individuals concerned
 Describe and evaluate the impact of crime on victims, survivors and witnesses and explore their need for protection, respect,
recognition, information and confidentiality
 Identify, analyse and evaluate key concepts in respect of offender and victim relationships, victim status, victim support and the
victim’s role within the criminal justice system.

How do I produce high quality work that merits a good grade?

Assessment Task:
Develop a case study of 2000 words on a specific type of crime or victimological experience. For your assessment you will choose a
particular type of crime, such as hate crime, domestic violence, sexual violence or state crime and critically consider victims experiences,
criminal justice and societal responses/awareness and consider possible alternative approaches. The work will be split into three core parts:
 Part 1 will consider the existing literature related to your chosen area of focus, developing a coherent synthesis of academic
perspectives and victimological debates;

 Part 2 will consider victim orientated existing policy, laws, criminal justice, practitioner interventions/responses and public
understanding and awareness of your chosen crime;
 Part 3 requires you to develop a creative, alternative response to how the experiences of victims of your crime of choice could be
improved. Examples could include suggested criminal justice responses, policies or awareness campaigns. You should be as detailed
and innovative as possible, using existing literature to develop your arguments. This aspect of the assessment in particular requires
you to apply your learning and knowledge, considering not only what services and provisions currently exist for victims, but also
how these could be improved. You could create visual materials to evidence and support their ideas. The final report will not have a
set format but we will develop your assessments individually and collectively through workshops and assessment focused tutorials.
Engagement Uplift
You will all have the opportunity to achieve an additional uplift of 10% to your final grade for your coursework submission, to obtain the
uplift you will be required to submit an additional reflective account of no more than 500 exploring your development as a learner and
practitioner reflectively throughout the module. Templates will be provided and you will be required to submit these within the appendix of
your summative assessment (case study).

Specific assessment guidance on presentation, content or structure

1.Word processed, double spaced, Arial 12 Font and number the pages. You must also include a word count.

2. Ensure that you write the assignment in essay format with an introduction, main-body and conclusion. A key feature of an essay should
be a continuous narrative throughout your writing. In that, you will not use headings and sub headings to break up the information that you
are discussing (as would be the case with a report).

3. An introduction that details the construction of the essay and informs the reader of what to expect to find within the essay

4. A conclusion where you draw the threads of your discussion together and show how you have addressed your aims and objectives.

5. As a minimum requirement you are expected to draw on 10 academic sources (if you do not use 10 ACADEMIC sources, you will lose
marks and risk failing this assignment)

What constitutes an academic source?

1) Books found in the library

2
2) E-books – that are specific to the subject of sociology/the topic you are discussing
3) Journals
4) Official web pages that end in .ac .org .gov
5) Policy papers
6) Papers found on Google scholar

What does not constitute an academic source?

1) Online sociology/ criminology blogs/webpages/essay writing sites/online student rooms
2) General pages found on google (unless they are policy papers/.org/.ac/.gov
3) Articles from the tabloid newspapers (the Sun/the mirror/the Daily Mail)
4) Un-official web pages that are general discussions without being peer reviewed/from a university / from an academic source

You cannot just rely on the core text books; you will need to search for other books/ journals/articles to help you answer the question. You
will need to source articles in the library, especially journal articles, as they will provide you with the latest research evidence/arguments.

You must use the Harvard referencing system to identify the source of all the information used in your assignment. You will find a copy of
the latest referencing guidelines on the unit’s BREO site. Also read the section headed ‘Plagiarism and Bad Academic Practice’ in your
handbook. For guidance on referencing sources go to the following webpage: http://lrweb.beds.ac.uk/guides/a-guide-to-referencing.

You are reminded that plagiarism of any type will be penalised and result in a fail.

How does this assignment relate to what we are doing in scheduled sessions?

The assignment relates directly to teaching and related learning activities in the unit, whose focus is on victims and
victimology. Through the lectures, seminars and guided reading you will develop knowledge and understanding regarding
working with and supporting victims, families and witnesses, locating this in wider societal context, as well as learning
concepts and theories about victimology. This data will then enable you to produce your scenario -based case study,
applying the theories to various victim contexts, such as victims of various hate crimes.

How will my assignment be marked?

Your assignment will be marked according to the threshold expectations and the criteria on the following page.

You can use them to evaluate your own work and consider your grade before you submit.

3
 3rd Class – 40-49% Lower 2nd – 50-59% Upper 2nd – 60-69% 1st Class – 70%+
There is some A competent piece of Learning outcomes are Critical and analytical
engagement with the work, which addresses met in a comprehensive work, which demonstrates
task, but learning most of the task analytical response to the a rigorous approach to the
outcomes are not met. requirements. The task. There is evidence of task. Focused, yet
There is evidence of a assignment is more careful planning and all sophisticated, elements of
1 FOCUS ON TASK lack of understanding of descriptive than assessment criteria are the finished product show
the assignment brief. analytical. addressed. a considered appraisal of
the task’s aims.
Answers
question/completes
task

There is some basic Sound knowledge and There is clear evidence of Evidence of sophisticated
knowledge in the work understanding of key varied and in-depth and varied knowledge
and a limited range of themes and data are reading and of a displayed in a mature and
relevant material. present in most of the willingness to use balanced approach to the
Terminologies or work. The assignment independently acquired task. The author
language expected at reflects an acceptable knowledge. The work demonstrates confidence
this level are used either engagement with guided shows significant with theories, models or
2 KNOWLEDGE imprecisely, or not at learning but evidence of comprehension of the perspectives and so the
all. autonomous study is less subject as well as an work is extremely
Knowledge and apparent. interest in it. academic in nature.
understanding of
relevant material

3 STRUCTURE There is some attempt The assignment has been The work is presented in The structure and flow of
to structure the work, produced in the required an accurate and effective the work has been given
but it is rather format with some care. format. Themes and careful thought.
Clear, logical and
unsuccessful on the Not all sections of the topics are discussed in a Introductory sections are
coherent structure
whole. Ideas and work link effectively into clear and appropriate concise, yet
arguments are each other and there style, and there is comprehensive, the main
presented in an illogical may be minor problems evidence of careful body is efficiently
and disjointed manner with style and flow. planning. The work flows constructed and the
at times and the well from beginning to concluding section is
contents are not end and is structured convincing. There is a
convincingly well, in order to achieve satisfying and cohesive feel
communicated as a this. to the work and the author

4
 result. There is evidence
of a lack of care and
planning in the
production of the work,
or of a lack of familiarity
with the format.
The number, and range,
of academic literature is
minimal; sources are
limited and there is little
or no use or primary
material. The standard
of referencing and
citation is poor and does
4 CITATIONS not show signs of
development since the
first year. Many sources
Referencing in the text do not
according to Faculty appear in the reference
guidelines and list.
range of sources
Expression is often
unclear and meanings
may not be satisfactorily
communicated. There
are regular errors of
5 EXPRESSION grammar, spelling and
punctuation.
English expression
and grammar,
spelling and
punctuation
understands both the
purpose and nature of the
specified format.
The work displays an There is clear evidence of A highly creditable range
acceptable level of wide and in-depth of academic sources has
reading, although there reading; sources are been used, with an
should be more varied and the majority emphasis on primary texts.
engagement with of the material is from These are employed with
primary sources at this primary sources. Care has care and precision in order
level. There is been taken with to strengthen the work at
understanding of, and referencing and citation, every stage. Sources have
engagement with, the although there may be been cited accurately and
Harvard system of some minor inaccuracies carefully throughout and
referencing and citation, in formatting represent advanced
although there are basic reading at this level.
errors that need to be Reading and reference lists
addressed. have been ordered and
formatted with accuracy.
The work is largely Sentences are clear, The work is both highly
written in clear and accurate and expressive. literate and articulate;
effective English, There are very few phrases and words are
however there may be grammatical or spelling chosen carefully. Obvious
poor choices of words errors. care has been taken with
and phrasing and some proof-reading and the
uncorrected errors standard of writing is
commendably effective.