Does crime pay?
In March to June of 2018, Year 9 C22 embarked upon an expedition which was called, ‘LawBreakers’.
The learning targets were :
- I can demonstrate knowledge and understanding of crime and punishment from 1250 to present day
- I can explain and analyse historical events and periods studied using second-order historical concepts such as: continuity and change
- I can use vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation
- I can analyse and evaluate specific effects, considering language structure and form, using specific terminology
- I can read and respond to a text, maintaining a critical style and using quotations to support my views
The immersion experience was a visit to the York Dungeon where students had the opportunity to engage, in a light hearted way, with the concept of crime and punishment through the ages. From this, they developed their understanding of how crime and punishment has changed or stayed the same throughout history. This allowed students to begin to consider the guiding question ‘Does crime Pay?’.
The main historical study was based on crime and punishment from 1250 onwards, the Medieval period through to present day. Students explored and developed their historical second order concepts and completed historical assessments to exercise and master these skills.
To further and thematically link to their historical studies, students critically appreciated and analysed An Inspector Calls by JB Priestley. They went to see a performance of this play to consider how meaning is conveyed from a director/drama perspective. Being a GCSE text, teaching was sharply focused towards the examination. Students went to watch the performance, where they critically text-coded the text in preparation for product and for an examination purpose also.
As a result of their studies, students answered GCSE style questions to evidence the depth of their understanding and the skills they had developed with regard to interpreting different sources, second order historical concepts and differing historical perspectives and interpretations. Alongside their analysis of style, language and structure in An Inspector Calls they also considered the moral implications of collaborative ignorance and how this is put on ‘trial’. This focussed study allowed students to reflect on the guiding question and consider their response to whether, in any context, crime pays.
Finally, students culminated the expedition by performing a post-modern version of An Inspector Calls which included critical analysis through the drama medium. They had to rewrite the script in a Brechtian style to present critical analysis and Priestley’s intentions.
All resources relating to this expedition can be found below:
Final Product – Performance to parents
This expedition was also completed in 2017 with C21 completing the expedition with a different product.
C21 Final product – Crime Writing