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Session: 2022/23
Last modified: 31/03/2022 09:17:27
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Title of Module: Penology & Prisons |
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Code: CRIM09005 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: |
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| Summary of Module |
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The aim of this module is to study and evaluate the dominant penal institution of prison and to consider some of the main issues, controversies and debates involved in our society's use of imprisonment as a penal sanction. A brief synopsis of the module content is as follows:
- Contemporary British prison system: philosophical justifications, purpose of prison, historical development, penal regimes and institutions, structure and system.
- The British ‘prison crisis’: 1980s / 90s riots and violence, overcrowding and prison conditions, the Woolf Report and current state of prisons in light of Woolf.
- Problems and effects of imprisonment: stress, violence, culture, bullying, institutionalisation, suicide, psychological disturbance, drugs, family.
- Particular groups of prisoners will also be examined for example women.
- Comparative penology: future trends, private prisons, alternatives to prison, European practice, prisons in the US, capital punishment.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate a critical understanding of the philosophical and practical development of the contemporary British prison systems.
L2.
Critically examine the incidents and aftermath of the British ‘prison crisis’ and its continued presence, drawing links with current prison conditions.
L3.
Critically analyse the practices, problems and effects of imprisonment and other forms of punishment.
L4.
Evaluate the realities and challenges involved in the custodial punishment of particular groups.
L5.
Critically examine the broader social, cultural and political context that impact upon prisons. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Demonstrating a broad and integrated knowledge and understanding of the scope, main areas and boundaries of the subject / discipline.
Demonstrating a critical understanding of a selection of the principal theories, principles, concepts and terminology.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Using materials that are specialised or advanced. |
| Generic Cognitive skills |
SCQF Level 9.
Undertaking critical analysis, evaluation and / or synthesis of ideas, concepts, information and issues.
Identifying and analysing routine professional problems and issues.
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Making a formal presentation on standard / mainstream topics in the subject.
Using a range of IT applications to support and enhance work.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
Taking some responsibility for the work of others and for a range of resources. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| This module will take a blended learning approach via either online or face to face lectures/seminars and independent study dependent on current Coronavirus guidelines. In this module the seminars form a key part of the assessment process and students are provided with learning activities that enable them to contribute towards the assessments. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 24 |
| Tutorial/Synchronous Support Activity | 12 |
| Asynchronous Class Activity | 24 |
| Independent Study | 140 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Cavadino, M & James Dignan, Mair, G (2013) The Penal System: An Introduction (5th Edn) London: Sage
Cavadino, M. and Dignan, J. (2006) Penal Systems: A Comparative Approach. London: Sage
Jewkes, Y (2016) Handbook on Prisons Cullompton: Willan
Scott, D and Flynn, N (2014) Prisons and Punishment the Essentials London: Sage
Tonry, M (2011) Why Punish: How Much? A Reader on Punishment Oxford: Oxford University Press
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Social Sciences |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | UG Criminal Justice |
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| Moderator | A L Watkin |
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| External Examiner | W Graham |
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| Accreditation Details | |
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| Version Number | 3 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Portfolio A - Two Seminar Logs on different key topics throughout module |
| Portfolio B - Three Seminar Logs on different key topics throughout module |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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