Order Description
Should prisons be institutions of punishment or therapeutic communities that support rehabilitation for those convicted of murder and/or sexual crimes?
Students are advised to read What Works in Therapeutic Prisons by Brown, Miller, Northey and O’Neill and at least Chapter Two of The Penal System by Cavadino, Dignan and Mair. These texts will provide a substantial amount of information to support both sides of this debate. Students should consider current regimes and conditions within prisons in England and Wales, and think about how such conditions might impact those incarcerated for long periods of time. Likewise, given that most people convicted of serious crime are at some point released back into the community; students are encouraged to consider if current policy and practice can equip those convicted of serious sexual and violent offences reintegrate back into the community effectively and for practitioners to manage this safely.
Level 6 BLSS General Assessment Criteria
Classification %
Ran
ge
Content Application of
Theory
Knowledge and
Understanding
Evidence of
reading
Referencing/
Bibliography
Presentation, Grammar and
Spelling
I
(Outstanding
work) 80-
100
Critical insightful evaluation
and synthesis of issues and
material which includes an
original and reflective
approach.
Extensive evidence of
relevant and perceptive
application of theory,
and/or empirical results,
where applicable.
Exceptional knowledge and
in-depth of understanding of
principles and concepts.
Extensive evidence
of integrating
appropriate
supplementary
sources.
Outstanding
referencing &
bibliography.
Outstanding, well-directed
presentation, logically and
coherently structured, using correct
grammar and spelling.
I
(Excellent
Work) 70-79
Critical evaluation and
synthesis of issues and
material which includes
original and reflective
thinking.
Clear evidence of
relevant application of
theory and/or empirical
results, where
applicable.
Excellent knowledge and
depth of understanding of
principles and concepts.
Evidence of
extensive reading of
appropriate
supplementary
sources.
Excellent
referencing &
bibliography.
Excellent, well directed
presentation, logically structured,
using correct grammar and spelling.
II (i)
(Good Quality) 60-69
Critical evaluation and
synthesis of issues and
material.
Evidence of relevant
application of theory
and/or empirical results,
where applicable.
Comprehensive knowledge
and depth of understanding
of key principles and
concepts.
Evidence of reading
a range of
supplementary
sources.
Comprehensive
referencing &
bibliography.
Good quality presentation, logically
structured, using correct grammar
and spelling.
II (ii)
(Acceptable
Work) 50-59
Accurate description of main
issues and material with
some critical evaluation.
Occasional relevant
application of theory
and/or empirical results.
Appropriate knowledge and
understanding of principles
and concepts only.
Evidence of
directed reading
and some
supplementary
sources.
Adequate
Referencing &
bibliography.
Orderly presentation, competently
structured and acceptable grammar
and spelling.
III
(Adequate
Work)
40-49
Limited evaluation and
description of main issues
and material.
Limited evidence of
application of theory
and/or empirical results.
Basic knowledge of key
principles and concepts only.
Evidence of basic
reading only.
Limited
referencing &
bibliography
Acceptable presentation and
structure, grammar and spelling.
Condonable Fail
(Limited Work) 35-39 Omission of some relevant
material.
Very limited evidence of
application of theory
and/or empirical results.
Limited and/or superficial
knowledge and
understanding of key
principles and concepts
Minimal evidence
of reading.
Inadequate
referencing &
bibliography.
Poor presentation, structure,
grammar and spelling.
Fail
(Unacceptable
Work)
0-34 Insufficient and largely
irrelevant material
No evidence of
application of theory
and/or empirical results.
Little or no knowledge and
understanding of the key
principles and concepts.
Limited or no
evidence of
reading.
Little or no
referencing and
bibliography.
Inadequate presentation, grammar,
spelling and structure.
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