This module is designed to:
• Stimulate students' interest in and provide an overview of the purposes and philosophies of sentencing.
• Stimulate students' interest in and provide an overview of the nature and forms of sentencing.
• Introduce students to current debates, paradigms and perspectives within sentencing.
• Stimulate students' interest in and provide an overview of contemporary policy developments focused upon sentencing and encourage them to consider their effectiveness.
• Encourage students to develop a critical understanding of issues relating to sentencing within criminological and multi-disciplinary frameworks.

(LO1) An appreciation of key theoretical explanations for sentencing.

(LO2) A critical appreciation of the nature and forms of criminal punishments.

(LO3) A critical appreciation of sentencing policy and procedural rules for sentencing decisions.

(LO4) An appreciation of inequalities in sentencing.

(S1) Employ the conceptual apparatus of criminology to express a critical understanding of sentencing.

(S2) Critically evaluate relevant policy developments and evidence concerning sentencing.

(S3) Critically analyse key concepts and empirical knowledge employed in debates about sentencing from a range of disciplinary perspectives.

(S4) Show appropriate competency in terms of formulating critical arguments and communicating ideas in relation to sentencing.

(S5) Link learning on this course with other modules in such a way as to enhance understanding of the social sciences as a whole.

(S6) Demonstrate development of time management and organisational skills in producing written papers to an agreed specification and deadline.

(S7) Demonstrate an ability to gather and critically analyse appropriate information about the subject from a range of different online and offline sources.

(S8) Demonstrate an ability to construct systematic and coherent written arguments for summative essays.

• Historical formations and developments of sentencing
• Purposes and Philosophies of Sentencing
• Contemporary Debates in Sentencing
• Sentencing Guidelines – International and English and Welsh development in particular
• Proportionality in Sentencing
• Prior Offending and Guilty Pleas
• Aggravation and Mitigation - Theory and Practice
• Inequalities in Sentencing

Library resources will be accessible through the module reading list, other key learning resources will accessible through CANVAS. Resources are offered as a starting point for reading and as a point of reference although wider research and reading is encouraged. Students will be expected to complete independent reading / set tasks in preparation for workshops.

Each session will examine the practical, methodological and ethical challenges that emerge in relation to specific research issu es. Students will be encouraged to formulate questions, identify obstacles, and generate solutions to potential challenges in relation to their research area.

Teaching Method 1: Asynchronous lectures (online) and supplementary online content

Scheduled Directed Student Hours: 12

Unscheduled Directed Student Hours:

Description: Weekly lectures to introduce students to key topics and concepts as well as key texts associated with these.

Rather than adopting hybrid learning as “business as usual” the structure and delivery of this module has been explicitly designed from the off to harness the benefits of online and blended learning in line with best practice within the sector, modern student expectations and to maximise potential of canvas as virtual learning environment. The pedagogic reasoning for this approach is threefold. Firstly, a recent survey of students by the Guild highlighted this approach “increased ability to fit study in with employment or family responsibilities, being able to rewind or re-watch lectures, and saving time by not having to travel to and from campus”. Moreov er, this approach not only improves access to and encourages students to revisit materials, but it also mitigates against student (and indeed staff) illness and absence thus making its delivery more inclusive and sustainable. Secondly, it enables a self-paced and non-linear learning experience on the module. This, in turn, will ensure the materials (which touch on sensitive issues of maternal imprisonment, violence and addiction, amongst others), can be delivered and presented in a trauma informed manner allowing students to navigate its content in way that works for them. Thirdly, and perhaps most importantly, the online content and resources will be balanced with small group face-to-face teaching sessions, in the form of workshops, in which concepts are clarified and applied in tasks set for the students. This approach will ensure a richer in-class workshop experience, as all students will have been able to watch and engage with the online materials in advance. These will comprise co ntent showcasing insights beyond my own to ensure an enhanced, inclusive, varied – and where possible – decolonised syllabus.

Attendance Recorded: No

Teaching Method 2: Synchronous face to face workshops

Scheduled Directed Student Hours: 12

Unscheduled Directed Student Hours:

Description: Fortnightly workshops will allow for more interactive and in-depth analysis of the key topics and concepts in smaller classes and serve to consolidate learning from the lectures.

Attendance Recorded: No

Self-Directed Learning Hours: 126

Description: research activity, developing academic writing skills, wider reading to support the module, workshop and essay preparation