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Criminology · Year 13

Active learning ideas

The Making of Criminal Laws

This topic explores the dual pathways of law-making in the UK: the legislative process in Parliament and the development of common law through judicial precedent. Students track a Bill from its Green Paper stage through to Royal Assent, while also examining how judges 'make' law when interpreting statutes or following the decisions of higher courts. This is central to WJEC AC 1.1.

National Curriculum Attainment TargetsWJEC Level 3 AC 1.1 Describe processes of law makingWJEC Level 3 AC 1.2 Describe the organization of the criminal justice system in England and Wales
35–50 minPairs → Whole Class3 activities

Activity 01

Simulation Game50 min · Whole Class

Simulation Game: Passing a Bill

Assign students to the House of Commons and House of Lords. Give them a controversial 'Criminal Justice Bill' and have them move it through the stages, including a 'Committee Stage' where they must propose amendments.

How does a bill become an Act of Parliament?
ApplyAnalyzeEvaluateCreateSocial AwarenessDecision-Making
Generate Complete Lesson

Activity 02

Inquiry Circle40 min · Small Groups

Inquiry Circle: Precedent Mapping

Provide a landmark case (e.g., R v R regarding marital rape). Groups must map out the 'ratio decidendi' and 'obiter dicta' and explain how this decision changed the law without an Act of Parliament.

What is the role of judicial precedent in shaping criminal law?
AnalyzeEvaluateCreateSelf-ManagementSelf-Awareness
Generate Complete Lesson

Activity 03

Gallery Walk35 min · Small Groups

Gallery Walk: Campaigns for Change

Display posters of different public campaigns (e.g., the Double Jeopardy law change). Students move around to identify the trigger event, the methods used by the campaign, and the final legal outcome.

How do pressure groups and public campaigns influence law-making?
UnderstandApplyAnalyzeCreateRelationship SkillsSocial Awareness
Generate Complete Lesson

A few notes on teaching this unit


Watch Out for These Misconceptions

  • Judges just apply the laws that Parliament makes.

    Judges often have to interpret vague language in statutes or create new rules where no law exists (common law). Mapping judicial precedents like the development of the law on 'intent' helps students see the active role of the judiciary.

  • A law is finished once the House of Commons votes for it.

    It must pass through the Lords and receive Royal Assent. A simulation of the 'parliamentary ping-pong' between the two houses helps students understand the checks and balances in the UK system.


Methods used in this brief