Active learning ideas
The 'Dark Figure of Crime' refers to the significant volume of criminal activity that is never recorded in official police statistics. This topic explores the complex personal, social, and cultural reasons why victims or witnesses choose not to report offences. Students will examine barriers such as fear of reprisal, lack of trust in the police, and the 'ripple effect' where unreported crime creates a cycle of further criminality and community decline. This aligns with WJEC AC1.2 and AC1.3, focusing on the gap between actual crime and reported data.
Activity 01
Students are given scenarios, such as witnessing domestic abuse or a minor drug deal. In pairs, one student plays the witness and the other plays a friend advising them, exploring the specific barriers to calling the police.
What are the personal and social reasons for not reporting crime?
Activity 02
Starting with a single unreported crime like shoplifting, students map out the 'ripple effects' on the local community, police funding, and insurance premiums. They then share their maps to create a whole-class visualisation of social impact.
How does unreported crime affect police resource allocation?
Activity 03
Place posters around the room representing different barriers: fear, shame, apathy, and distrust. Students move around, adding real-world examples or specific crimes that fit each barrier to the posters.
What is the 'ripple effect' of hidden criminality?
A few notes on teaching this unit
Watch Out for These Misconceptions
People don't report crime simply because they are lazy or don't care.
Non-reporting is usually a complex decision influenced by social pressure, fear of the perpetrator, or negative past experiences with authority. Using role play helps students empathise with the difficult choices victims face.
Police statistics are an accurate reflection of how much crime happens in the UK.
Official statistics only show reported and recorded crime. Students need to understand that the 'dark figure' means the actual crime rate is much higher. Comparing police data with victim surveys in a collaborative investigation highlights this discrepancy.
Methods used in this brief
Understanding Different Types of Crime
An examination of various criminal offences, including white-collar, moral, state, and technological crimes. Students will analyse how these crimes differ in their execution and societal impact.
8 methodologies
Media and Moral Panics
Analysing how various forms of media construct representations of crime and criminals. Students will explore the concept of moral panics and their influence on public attitudes.
8 methodologies
Campaigns for Change
Evaluating the methods used by pressure groups and charities to campaign for changes in criminal law and policy. Students will assess the effectiveness of recent high-profile campaigns.
8 methodologies