Expectations for Students/Learning Outcomes

use the terms crime scene, evidence, suspect, scientist, detective, contamination and other relevant terms

make observations and inferences about a crime scene photograph (what’s missing, broken, out of place)

identify the people involved in processing a crime scene

sequence the steps involved in processing a crime scene

identify from a list, potential sources of physical evidence; fingerprints, hair and fibres, impression evidence such as tyre tracks, footprints and teeth marks

communicate how evidence is left behind at a scene, e.g. contact, impression, force

demonstrate an understanding of the various evidence collection techniques e.g. use fingerprinting techniques on peers, identify patterns of fingerprints, observe their fingerprints and classify their prints as arch, loop, or whorl

organise materials for a task

follow verbal, written or pictorial instructions with a small number of steps

work collaboratively with others

identify substances through basic experiments, using a key provided

list materials required for the experiments

use a microscope, where available, to conduct basic comparisons between samples

record findings by talking/signing/writing/using ICT and sketching in a journal

identify safety hazards that may occur in a lab and the precautions to take to avoid such hazards

list ways in which a crime scene may be contaminated

use a measuring jug and a graduated cylinder to measure a specific volume of liquid

use weighing scales/balance to get a specific mass of a dry powder

identify sources of evidence at crime scenes

sequence steps for recording evidence at crime scenes (first, next, then…)

make observations at a mock crime scene and deduce what might yield evidence

identify, from a written or pictorial list, what laboratory tests can be performed on the physical evidence at the scene

use basic functions on a digital camera, which may include uploading photos to a computer

follow a series of spoken/signed or pictorial instructions under supervision

with assistance, collect evidence such as fabric fibres and fingerprints/footprints without contamination

estimate and measure related objects

record findings (writing/drawing/using ICT/differentiated worksheets)

listen to obtain information

demonstrate good practice when collecting evidence, selecting and using appropriate measurement tools

with prompts, make decisions about which information from a witness interview is useful

identify the key questions to answer in helping to solve the crime, e.g. Who was here last? Who wrote this note?

repeat/carry out further laboratory tests to those in strand 1 for comparisons

demonstrate an understanding of cause and effect

identify simple patterns and classifications suggested by an exploration of evidence gathered

explain the basis for groupings using differences in materials

make rudimentary predictions about a possible suspect based on observations, information gathering and clues, or evidence they can measure using simple equipment

create an uncomplicated storyboard/timeline which demonstrates their theory of what happened

identify the steps required to complete a task

put steps into a logical sequence or order

create a timeline tracing the procedures carried out

create a visual representation of the crime scene

contribute to the planning of a conclusion to the crime scene investigation which will reveal the solution to the crime

express personal opinions, facts and feelings appropriately, e.g. expressing an opinion on the evidence to peers, participating in a formal  interview with 'suspects'

make an individual (or contribute to a team) presentation of the evidence in the concluding activity e.g. a written report/oral presentation/digital presentation to peers or an invited audience

communicate what worked best in terms of experiments conducted and investigative procedures followed

identify knowledge and skills developed and those they wish to improve

link learning to other areas of the curriculum and their lives