Embedded Files
Unit brief
Learners will find out about the procedures used in collecting and analysing crime scene evidence. They will use skills to search for, select and produce information.
Unit introduction
Have you ever watched a TV crime series where evidence is collected from the scene of a crime? Would you like to know what procedures the forensic scientists use to analyse it? In this unit, you will find out about the procedures involved in collecting and analysing crime scene evidence and the importance of following these procedures correctly.
You will have the opportunity to look at evidence from a simulated crime scene and then draw your own conclusions about what the evidence tells you about what may have taken place. You will use your skills to select and produce information on the procedures you find out about and the conclusions you came to.
The transferable and sector skills you develop in this unit can enable you to progress to further learning. They will also support you in completing the core skills units in Group A of the qualification.
Learning aims
A Use procedures to collect and analyse crime scene evidence
B Present conclusions drawn from simulated crime scene evidence.
Tracking sheet
Learning content
Lessons
Connect:- ‘How would you know someone has been in your bedroom or home?’ - learners mind map answers as group
Be sensitive/careful to ensure that no learners have been burgled and the feelings it may arouse.
Activate
Introduction to the unit,
This is definition is in the presentation
The Oxford Dictionary defines a crime as ‘an action or omission which constitutes an offence and is punishable by law.’The causes of crime are complex. Poverty, parental neglect, low self-esteem, alcohol and drug abuse can be connected to why people commit crimes. Some people are at greater risk of becoming offenders because of the circumstances into which they are born.
Demonstrate
A game of Cluedo
Learners speculate as to ‘who done it?’
Consolidate: can you remember the figures for crimes of dishonesty?
Crimes of dishonesty, eg theft, are the most common and accounted for approximately 49 per cent of the total figure. The next most common type of crime was vandalism/fire-raising which accounted for around 20 percent of the total.
English: Taking part in discussions of others during discussions, using appropriate language for interjection
Follow and understand discussions and make contributions relevant to the situation.
Read and understand a range of specialist words in context.
Maths: Interpret plans, recognise and make use of simple scales on maps and drawings. Multiply and divide numbers and decimals by 10, 100 measures mm, cm and metres.
ICT Research
British Values:
Safe practises for themselves and others
Respectful of equipment
Being inclusive of others, being respectful. providing equality of opportunity, empowerment, ensuring dignity, promoting independence, confidentiality, giving encouragement and making sure people understand instructions.
CIAG
Links to careers -
Crime scene investigator
forensic analyst
forensic expert
Further training - College to study BTEC level 2 Science/ forensic sciences and bespoke training for individual fields of interests.
PSHE/RES
Current bespoke PSHE/ RSE Topic to be embedded (where possible
Connect - Starter: - Coding sheet Code sheets for first slide
Play hangman with coding sheet use ‘Types of Crime’ headings.
Activate
Learners are shown age-appropriate footage of a collection of crime scene evidence. Crime scene investigation
Tutors ask learners questions about what they know about crime scene investigation.
Footage of crime scene investigations to be shown to identify items that need to be collected video
Demonstrate
In groups, learners participate in a mind-map activity, identifying different types of crime scene contexts and the evidence that may be collected from them.
In groups, learners research and discuss ways to conduct tests and reasons for fingerprinting, footprinting and collecting evidence.
Learners present this evidence to their peers..
Consolidate: What was your favourite crime scene and why?
English: Taking part in discussions of others during discussions, using appropriate language for interjection
Follow and understand discussions and make contributions relevant to the situation.
Read and understand a range of specialist words in context.
Maths: Interpret plans, recognise and make use of simple scales on maps and drawings. Multiply and divide numbers and decimals by 10, 100 measures mm, cm and metres. Work with simple ratio
ICT: Research ways to conduct tests for fingerprinting etc
British Values:
Safe practises for themselves and others
Respectful of equipment
Being inclusive of others,
Being respectful.
Providing equality of opportunity, Empowerment,
Ensuring dignity,
Promoting independence,
Confidentiality,
Giving encouragement, ensuring colleagues understand instructions.
CIAG
Links to careers -
Crime scene investigator
forensic analyst
forensic expert
Further training - College to study BTEC level 2 Science/ forensic sciences and bespoke training for individual fields of interests.
PSHE/RES
Current bespoke PSHE/ RSE Topic to be embedded (where possible
Connect: -.Crime scene investigation
Learners take notes on each step of the crime scene.
Footage of fingerprinting techniques. Learners to discuss the details and map the stages.
Activate - Analysing fingerprints Finger print analysis powerpoint
Crime scene powder analysis sheet
Tutors to introduce finger printing using the slides and information on the links above
Guest speakers could be invited from the public services to demonstrate fingerprinting. Tutors can show learners different types of fingerprints:
-loop,
- whorl
- arch.
Tutors can then demonstrate how to fume (dust) for fingerprints using a glass surface where one or two learners have left their fingerprints.
The demonstration could include the dusting, cyanoacrylate and iodine methods.
Measure the size of a finger print in mm
Demonstrate
In pairs, learners practise taking fingerprints of their partner on glass using the different processes of fuming.
They identify what type of fingerprints their partner has.
Learners practise reading the different fingerprints of their peers by comparing them to prepared images of their fingerprints.
Learners then go to a public area in the place of education and practise identifying different types of fingerprints by fuming in the different ways.
Consolidate: - Plenary:- What went well what could be better
- self reflection
English:
Taking part in discussions of others during discussions, using appropriate language for interjection
Follow and understand discussions and make contributions relevant to the situation.
Read and understand a range of specialist words in context.
Maths: measures mm,
British Values:
Safe practises for themselves and others
Respectful of equipment
Being inclusive of others,
Being respectful.
Providing equality of opportunity, Empowerment,
Ensuring dignity,
Promoting independence,
Confidentiality,
Giving encouragement, ensuring colleagues understand instructions.
CIAG
Links to careers -
Crime scene investigator
forensic analyst
forensic expert
Further training - College to study BTEC level 2 Science/ forensic sciences and bespoke training for individual fields of interests.
PSHE/RES
Current bespoke PSHE/ RSE Topic to be embedded (where possible
Connect: - Learners to measure their foot sizes and find the average from the data.
Mean, median, range and mode.
Activate-
Help sheet footprint and finger print analysis
Analysing footprints Learners can be asked to step into a sandbox to leave their shoe prints.
Measure in mm, cm foot size and record
They then try to identify the shoe type and size by looking at the shoe print and identify who the shoes belong to.
Demonstrate
In groups, learners carry out the same experiment by testing other groups in the same way.
Learners take photographs of footprints and share with their peers, who could be encouraged to identify shoe size and type of shoe of all class members.
Tutors demonstrate the adhesive method of casting and learners practise this.
Learners could also use their skills to identify footprint casting outside of the classroom.
Consolidate: - plenary - What have you learnt today?
English: Taking part in discussions of others during discussions, using appropriate language for interjection
Follow and understand discussions and make contributions relevant to the situation.
Read and understand a range of specialist words in context.
Maths: Averages - Mean, median, range and mode.
measurements in mm, cm .
British Values
Safe practices for themselves and others
Respectful of equipment.
Being inclusive of others,
being respectful when giving feedback
providing equality of opportunity, empowerment,
ensuring dignity,
promoting independence, confidentiality,
giving encouragement and making sure people understand instructions.
Connect- Learners to measure their hand sizes and find the average from the data.
Mean, median, range and mode.
Activate
Using scientific procedures Tutors demonstrate how scientific procedures such as microscopic examination can be used to analyse evidence.
Tutors could then facilitate a whole-class discussion, looking at how this information could be used as part of a crime scene investigation
A second practical to focus on chromatography. Tutors produce a ‘mock’ note found at a crime scene and give learners a number of pens, one of which created the note.
Demonstrate:
Learners to work in pairs to examine strands of each other’s hair under a microscope and record what sort of information this provides.
In groups, learners carry out basic steps to identify the correct pen
Learners to record information of results
Consolidate: What have you learnt today?
English: Taking part in discussions of others during discussions, using appropriate language for interjection
Follow and understand discussions and make contributions relevant to the situation.
Read and understand a range of specialist words in context.
Maths: Averages - Mean, median, range and mode.
British Values:
Safe practices for themselves and others
Respectful of equipment.
Being inclusive of others,
being respectful when giving feedback
providing equality of opportunity, empowerment,
ensuring dignity,
promoting independence, confidentiality,
giving encouragement and making sure people understand instructions
CIAG
Links to careers -
Crime scene investigator
forensic analyst
forensic expert
Further training - College to study BTEC level 2 Science/ forensic sciences and bespoke training for individual fields of interests.
PSHE/RES
Current bespoke PSHE/ RSE Topic to be embedded (where possible
Connect Crime scene investigation
Activate
Tutors to set up a crime scene.
Demonstrate
Learners to investigate the crime scene and use the work book to guide them through the process of CSi work book
Consolidate
Name 3 procedures that are used to collect evidence at a crime scene
English: Taking part in discussions of others during discussions, using appropriate language for interjection
Follow and understand discussions and make contributions relevant to the situation.
Read and understand a range of specialist words in context.
Maths: Counting, Numbers, Adding, Subtracting. Reading and following instructions
British Values:
Safe practices for themselves and others
Respectful of equipment.
Being inclusive of others,
being respectful when giving feedback
providing equality of opportunity, empowerment,
ensuring dignity,
promoting independence, confidentiality,
giving encouragement and making sure people understand instructions
CIAG
Links to careers -
Crime scene investigator
forensic analyst
forensic expert
Further training - College to study BTEC level 2 Science/ forensic sciences and bespoke training for individual fields of interests.
PSHE/RES
Current bespoke PSHE/ RSE Topic to be embedded (where possible
Connect Crime Scene Investigation Steps for Crime scene
Activate: Drawing conclusions
Watch the video and discuss
Tutors lead a whole-class discussion about the steps to follow and factors to take into account when drawing conclusions from crime scene evidence. What evidence is there to draw the conclusion?
Tutors could refer back to Cluedo and remind learners of the activity and then discuss how they would know that Professor Plum was guilty.
Demonstrate
Learners are given different types of evidence and work in groups to draw conclusions.
The groups present their findings to the whole class.
Consolidate: Q/A on how to present findings
English: Taking part in discussions of others during discussions, using appropriate language for interjection
Follow and understand discussions and make contributions relevant to the situation.
Read and understand a range of specialist words in context.
Maths: Counting, Numbers, Adding, Subtracting. Reading and following instructions
British Values:
Safe practices for themselves and others
Respectful of equipment.
Being inclusive of others,
being respectful when giving feedback
providing equality of opportunity, empowerment,
ensuring dignity,
promoting independence, confidentiality,
giving encouragement and making sure people understand instructions
CIAG
Links to careers -
Crime scene investigator
forensic analyst
forensic expert
Further training - College to study BTEC level 2 Science/ forensic sciences and bespoke training for individual fields of interests.
PSHE/RES
Current bespoke PSHE/ RSE Topic to be embedded (where possible
Connect how to sketch a crime scene Crime scene sketch examples
Activate Tutor led discussion to
Drawing conclusions from crime scene evidence, to include the type of crime, where the crime was committed based on the physical evidence found at the scene, likelihood of the crime happening in a certain way.
• Presenting conclusions through: an offender profile, a presentation, report, verbal report.
Demonstrate
Using the information gathered in the CSI workbook
Drawing conclusions from crime scene evidence, to include the type of crime, where the crime was committed based on the physical evidence found at the scene, likelihood of the crime happening in a certain way.
Learners present the conclusions through a presentation, report, verbal report.
Consolidate
What has gone well today, do you need any support?
English: Taking part in discussions of others during discussions, using appropriate language for interjection
Follow and understand discussions and make contributions relevant to the situation.
Read and understand a range of specialist words in context.
Maths:
British Values:
Safe practices for themselves and others
Respectful of equipment.
Being inclusive of others,
being respectful when giving feedback
providing equality of opportunity, empowerment,
ensuring dignity,
promoting independence, confidentiality,
giving encouragement and making sure people understand instructions
CIAG
Links to careers -
Crime scene investigator
forensic analyst
forensic expert
Further training - College to study BTEC level 2 Science/ forensic sciences and bespoke training for individual fields of interests.
PSHE/RES
Current bespoke PSHE/ RSE Topic to be embedded (where possible
Connect:-
Tutor introduction to assignment and hand out of assignment brief.
Activate
Tutor to lead discussion around assingent and confirm hand out date and hand in date.
Discussion around assignment brief and structure and how it should be constructed,
Demonstrate
Learners begin assignments and work through individually at their own pace ensuring they meet key deadlines.
Consolidate
review of lesson with Q and A to check understanding.
English: Taking part in discussions of others during discussions, using appropriate language for interjection
Follow and understand discussions and make contributions relevant to the situation.
Read and understand a range of specialist words in context.
Maths: Interpret plans, recognise and make use of simple scales on drawings.
Multiply and divide numbers and decimals by 10, 100 measures mm, cm and metres. Work with simple ratio
Use angles when describing position and direction, and measure angles in degrees.
ICT
Computer skills, assignment writing, using GMAIL and word processing tools.
British Values
(Democracy/ Rule of law/ Individual liberty/ mutual respect/ Tolerance?
Rule of Law - following BTEC guidelines with assessment
Individual Liberty - learners working individually to complete work
Mutual respect - taking turns with speaking and listening
CIAG
Links to careers -
Crime scene investigator
forensic analyst
forensic expert
Further training - College to study BTEC level 2 Science/ forensic sciences and bespoke training for individual fields of interests.
PSHE/RES
Current bespoke PSHE/ RSE Topic to be embedded (where possible
Lesson 11 - Assignment handout
Lesson 11 - Assignment handout
Learning objective
Learners to complete assignment using information from brief.
Connect
Tutor introduction to assignment and hand out of assignment brief. Learners to read assignment briefs.
Activate
Tutor to lead discussion around assignment and confirm hand out date and hand in date. Discussion around assignment brief and structure and how it should be constructed.
Demonstrate
Learners begin assignments and work through individually at their own pace ensuring they meet key deadlines.
Consolidate
review of lesson with Q and A to check understanding.
English:
Communication skills, Speaking aloud , Listening skills, Following instructions, Writing, Spelling, Grammer
Maths:
Counting, Numbers, Adding, Subtracting. Reading and following instructions
ICT:
Word Processing, Powerpoint.,GSuite
British Values:
(Democracy/ Rule of law/ Individual liberty/ mutual respect/ Tolerance?
Democracy - Listing to other people's opinions and taking on board their thoughts and ideas
Rule of Law - Following instructions for activity and classroom / site rules at all times.
Individual Liberty - Explaining your own opinions and beliefs without forcing some to agree with you.
Mutual Respect - Listening and turn taking during conversations.
Tolerance - Respectful of everyone within the activities.
CIAG
Links to careers -
Crime scene investigator
forensic analyst
forensic expert
Further training - College to study BTEC level 2 Science/ forensic sciences and bespoke training for individual fields of interests.
PSHE/RES
Current bespoke PSHE/ RSE Topic to be embedded (where possible
Lesson 10 - Assignment work
Lesson 10 - Assignment work
Learning objective
Learners to complete assignment using information from brief.
Connect
Tutor introduction to assignment and hand out of assignment brief. Learners to read assignment briefs.
Activate
Tutor to lead discussion around assignment and confirm hand out date and hand in date. Discussion around assignment brief and structure and how it should be constructed.
Demonstrate
Learners begin assignments and work through individually at their own pace ensuring they meet key deadlines.
Consolidate
review of lesson with Q and A to check understanding.
Lesson 12 - Assignment completion
Lesson 12 - Assignment completion
Learning objective
Learners to complete assignment using information from brief.
Connect
Tutor introduction to assignment and hand out of assignment brief. Learners to read assignment briefs.
Activate
Tutor to lead discussion around assignment and confirm hand out date and hand in date. Discussion around assignment brief and structure and how it should be constructed.
Demonstrate
Learners begin assignments and work through individually at their own pace ensuring they meet key deadlines.
Consolidate
review of lesson with Q and A to check understanding.
ASC12 Resource link
Page updated
Report abuse