ABSTRACT
Imagine getting into your car one morning, starting the engine and just driving. The questions that follow are where? why? what for? Whenever we set off on any journey from the long trek of a holiday to a short hop to the shops we make preparations and plan it. To ensure that our students achieve their programme aims, we need to plan how they are to do it. We need to plan exactly what we want them to learn and the activities they will undertake to achieve that understanding. We also need to distinguish between our activity as tutors and their participation as students. We have the examination specification, we know which topics, books or areas we have to cover but how do we plan for students to cover the specification and achieve the learning necessary for them to pass their examinations? How do we move from the examination specification…
Candidates should examine:
1. different explanations of crime, deviance, social order and social control; 2. the relationship between deviance, power and social control; 3. different explanations of the social distribution of crime and deviance by age, social class,
ethnicity, gender and locality; 4. the social construction of, and societal reactions to, crime and deviance, including the
role of the mass media; 5. the sociological issues arising from the study of suicide.
