1. Unit 3-Introduction lesson Crime scene to courtroom

2. Unit 3- Introduction lesson -crime scene to courtroom
 Through this unit you develop the understanding and skills needed to examine information to review the justice of verdicts in criminal cases.
You will have gained the skills to review criminal cases, evaluating the evidence in the cases to determine whether the verdict is safe and just.

3. AC1.1 Evaluate the effectiveness of the the roles of personnel involved in criminal investigation AC1.2 Assess the usefulness of investigative techniques in criminal investigations AC1.3 Explain how evidence is processed AC1.4 Examine the rights of individuals in criminal investigations

4. AC2. 2 Describe trial processes AC2
AC2.2 Describe trial processes AC2.3 / 4 Understand rules in relation to the use of evidence in criminal cases and assess key influences affecting the outcomes of criminal cases
AC2.5 Discuss the use of laypeople in criminal cases

5. Roles and techniques used in investigations – NOTE DOWN
What are the roles of personnel involved when a crime is detected?
What investigative techniques are available to investigators to help to identify the culprit?
Do techniques differ depending on the type of crime being investigated?
What happens to a suspect once charged by the police and the Crown Prosecution Service (CPS)?

6. Safeguards that are in place to ensure a suspect has a fair trial?
The criminal trial process involves many different people and agencies. Learning about the roles of these will give you a clearer insight into what happens once a crime is detected and the process that leads to either a guilty or non-guilty verdict.
There are strict rules as to how evidence is collected from a crime scene and strict rules governing the giving of evidence in court; learning about these rules will allow you to review the trial process and assess whether the aims of the criminal justice system have been met.
You may be familiar with the role of the jury in the Crown Court, but you may not be aware of the many different factors that influence jury decision-making.
By undertaking this unit, you will be able to assess the use of lay people in determining the fate of a suspect and evaluate the criminal trial process from crime scene to courtroom.

7. AC1.1 Analyse the roles of personnel involved in criminal investigation
Assessment Criteria
Mark Bands
Mark Band 1
Mark Band 2
Mark Band 3
AC1.1 Evaluate the effectiveness of the roles of personnel involved in criminal investigations
Limited evaluation of the effectiveness of the relevant roles. Response is largely descriptive and may only be a list of personnel involved.
(1-3)
Some evaluation of the effectiveness of relevant roles. Description of the roles of personnel involved is also evident.
(4-7)
Clear and detailed evaluation of the effectiveness of roles. The personnel involved are clearly discussed in terms of potential limitations.
(8-10)
Evaluate – To form an idea about the value of something
What is the value of the roles being evaluated?

8. Evaluate the effectiveness = Limitations
Cost
Expertise
Availability

9. Jobs involved in crime scene to courtroom
Group activity – A3 sheets list as many jobs as you can think of linked to crime scene to courtrooms
Jobs involved in crime scene to courtroom
Students in groups thinking of all the jobs available in crime scene to court room

10. Crown Prosecution Service
Police officers
& Detectives
Crown Prosecution Service
CPS
Crime scene investigator
Forensic specialists
Pathologist
Forensic scientists
Students to make notes of these jobs
HM Revenue &
Customs officers
Scenes of Crime officers

11. Watch the London met video https://clickv.ie/w/aqqh
Students to make notes on the job roles that they see
The problems that they face in their day to day jobs ?
Types of crimes that are covered

12. Lesson 2

13. Group Task
You will be given a job to research and you will need to be able to explain the following:
What is their job?
Who do they work with, what do they do?
How do you get qualified
Specialist equipment that might be used

14. You have this lesson and the start of next lesson to do the initial research and put your findings into a PowerPoint ready to do a small group presentation what skills do you need when doing a presentation? These will be done in small groups all groups will need to upload their powerpoint onto moodle or send to your teacher and then everyone has access to the answers
Teacher to decide groups or students pairs or 3
8 jobs see slide 10

15. Research roles activity
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16. Research roles activity
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17. Carousel
Now you need to discuss your researched role with another group.
Move around the room and share your findings with the other groups ( using the A3 sheet to record your answers)
Remember you are ….
Consider what the role involves/requires within a crime scene or investigation and considering the strengths and limitations of each role
Police officers/detectives, forensics, pathologist, crown prosecution service

18. When evaluating the strengths and weaknesses of personnel you must include;
EVIDENCE!
See Moodle

19. You must now complete the A3 grid found on Moodle with the information provided by the other groups that you will be presenting to

20. Lesson 4
In todays lesson you will be looking at the Learners Assignment Brief
Completing some comprehension questions on the brief to help with your understanding of the scenario
Applying what you have learnt to a novel situation and writing a model ac1.1 answer

21. A young female aged approximately 20 to 25 years of age was found dead in a local park; she had been the victim of a frenzied attack. Her body was discovered around 10pm by a member of the public walking his dog, who used his mobile phone to take photos of the victim. He then rang his friend, a journalist on a local paper to tell him what he had discovered; he then rang the police. Within 30 minutes of the report, CID officers, scenes of crime officers (CSI) and journalists were at the scene. The police, keen to involve the press in catching the killer, allowed a journalist from a local paper access to the area to take photos of the crime scene. Intense pressure was put on the police from the outset to catch the killer. The local and national press demanded daily press conferences for updates with access to family members.

22. Initial investigation of the scene resulted in officers finding several footprints and in addition a witness also came forward whilst the police were in the park. He told officers there that he had seen a man acting suspiciously, earlier in the evening near the park. Notes of the interview were written up in a police notebook. Two days after the murder, a member of the public came forward with a red scarf that he claimed to have found in the park on the night in question. Following a Crime Watch appeal two weeks after the murder, a second eye witness came forward. This person claimed to have seen a man acting suspiciously on the night in question.

23. At the outset the police, convinced that the killer would be known to them, checked police databases for known offenders living in the area. They also enlisted the help of a criminal psychologist to create an offender profile of the killer. This led them to arrest a local man, Gareth Hughes, who matched the offender profile and has previous convictions against women. He is also known to frequent the park. Hughes was kept in custody for three days, where he asserted that he was abroad at the time of the murder; he refused to give any other comments during interview. With no forensic evidence linking him to the crime, he was released on bail. Gareth Hughes attracted major media interest. This led to him becoming paranoid and act strangely. This behaviour served to further convince the police that he was the killer. To build a case against Hughes, they deployed a team of officers to befriend him using Facebook. This was in an attempt to make him confess.

24. Several months later Hughes was re-arrested and re-interviewed
Several months later Hughes was re-arrested and re-interviewed. He again refused to comment. During his time in detention he was picked out of an identity parade by the initial eye witness. The witness who had come forward after the Crime Watch appeal was not present at the ID parade. A thorough search of Hughes’ house resulted in a pair of shoes and articles of clothing being taken away for further examination. On the advice of the Crown Prosecution Service the police charged Hughes with murder. He was remanded in custody. This renewed public and media interest in his case with intense discussion in the media and Internet networking sites.

25. Questions Complete the question sheet Use full sentences
Refer to the brief where necessary