Learning Grids: WJEC Level 3 Certificate/Diploma in Criminology

What do teachers say about this resource? (11290)

It is very detailed and well drafted. It will be very useful for a plenary tool to make sure all criteria is covered. The resource covers each part of the specification and uses examples to guide answers.

It is very detailed and it makes sure all the basics of the assessment criteria are covered and no areas are missed. It would be useful to use as a plenary activity if cut down per assessment criteria.

I love this resource!

I really like the concise way the information is set out. I feel that this could have multiple uses and is very adaptable in the way it could be used both within and outside the classroom. I would be happy to give this as revision or as a pre lesson learning task. It would also work well as knowledge checkers (using the questions and requiring the specific answers as response). Overall, it is a brilliant resource which would save lots of time!

I really like the way it is set out - it is really clear and therefore can serve multiple purposes. I would be happy to give this for independent work and know that students would have the exact information needed.

I feel that especially for my low ability students this would support both revision and in class delivery. It would ensure that all students have the bare minimum information needed - this would work especially well for those who struggle to get information down in lessons.

Layout is clear and concise. I really like it.

Exact [specification] match - perfect for delivery.

I think it is an extremely useful resource, enabling students to organise their ideas when preparing for the controlled assessment. The fact it follows the organisation of the specification so closely will help ensure students do not miss points on the specification.

The layout, the fact it is easy to copy, and its versatility. I like the references to the pages in both textbooks. The level of detail in AC 1.1, covering the full range of crimes, is particularly good. It matches the specification very closely.

This is a very versatile resource which could be assigned in class and as homework. It is a quick and accurate way for teachers to assess learning, and marking could be done alone, peer-to-peer, or as a class. Some of the answers could also generate further class discussion in which students add detail, enhancing learning.

I think the way that the grids have been created is attractive and I particularly like the fact that the category of crime is written vertically, saving space and making the topic very instantly recognisable.

A good resource which would meet the demands of the course. Matches and interprets the specification very well. All areas of unit 1 are covered in enough detail for students to be able to access the CA.
I really liked the layout, the course is very structured and this resource follows the structure well. As the author says, it can be used for a range of purposes - flipped learning, re-cap etc. There is no need for 'revision' in this section of the course and this resource quite correctly builds on knowledge rather than attempting to be a revision material. Resource is well cross referenced to the text book. I believe this would be invaluable for new teachers of the spec.

The resource is well organised by AC which is easy to follow and acts as a 'go to' resource for learners. It is an ideal resource for peer marking and self-assessment with the opportunity to check to understand AC criteria. This would make a useful plenary or starter activity for teachers to use in the classroom. The resource would also provide a good modelling opportunity for teachers who could encourage learners to provide their own answers, using the model as a scaffold for student learning.

This resource offers an alternative to the usual quizzes for subject knowledge. It can be used in several ways from self-testing, peer assessment, in-class or flipped learning. Each question could be opened and learners' answers compared to and matched to those on the resource.

Easy for peer marking and clear reference to the spec with each new grid.

What do teachers say about this resource? (12420, 12436)

It is suitable for the intended audience. The language used is suitable for level 3 and the content is of good quality with appropriate examples given.

The resource comprehensively covers the content for unit 4 with every aspect covered. Examples used are relevant and up to date.

The questions are suitably worded. The questions and tasks are clearly written. The answers in the mark scheme match the questions asked.

I would be happy to use this resource. Student traditionally struggle with this exam so would value such a resource to help them with their exam preparation/revision. It is also a flexible resource which can be used in lesson or as part of independent study.

The resource was good and it would be useful to direct students to specific note taking points of the unit so they have a short document for revision.

It will give the students a clearly labelled document for all the key points rather than having to find the information in books which could be in paragraph form. The educational value is that it would be useful as a clear structure with excellent questions that cover all aspects of the unit.

I think that it matches the specification well as all the key points are there.

[Would you purchase this resource?]
Yes, I would as it has a clear structure of the requirements of the unit.

What do teachers say about this resource? (12112)

Unit 3 is a controlled assessment unit so there are exam board restrictions on what work teachers can mark and give feedback on. Students can take notes into the assessment but not marked work. Therefore, a resource such as this is very useful to assess students and check their understanding ahead of the assessment.

The content is high quality and suitable for students studying criminology at level 3 on the WJEC syllabus.

This unit is generally well done by students but it can be difficult for teachers to check understanding and monitor progress as we cannot mark and give feedback on whole ACs. This resource helps to work round this issue. If students worked through the activities and produced detailed answers they would be fully prepared to complete the assessment.

What do teachers say about this resource? (12005)

I liked it as a supplementary resource to use alongside classroom teaching. It is clear and informative

I like the layout and feel it would be easily accessible for all pupils. It is a good layout which could be given to pupils to ensure all of them have access to all of the information needed for the exam. It is clear and concise.

I like this as a revision aid or for pupils to learn outside the lesson. It would be a good addition to learning and for pupils to look over notes if they are unable to attend or need extra input outside of lessons. I also feel this would be good scaffolding for pupils at the start of the unit or for those who need to retake.

It matches the specification well with the information that pupils are expected to know clearly in the grid.

Overall a useful resource which fits well with other ZIG ZAG education resources I have reviewed for this unit. A lot of criminology students struggle with the exam aspect, preferring the controlled assessment element. There are a lot of theories to cover and terminology to understand so resources like this can support students to reach their full potential as well as giving teachers resources to use in and out of the classroom.

The content is of a high quality and suitable for level 3. Content is all covered – all ACs from the specification are dealt with.

it would be a good resource for revision and recall of material for the exam. Would be a very good companion to the topic tests. Used in conjunction with each other they would provide comprehensive support for staff and students for this unit. Teachers of criminology are not always subject specialists so support on theories would be very useful for them.

It gives learners opportunities to practice application of theory