Sample Solution
Innovative forms of sentencing in criminal cases, such as restorative justice and alternative sentencing, have become increasingly popular alternatives to traditional imprisonment. When assessing the moral permissibility of this approach it is important to consider the ethical perspectives which are applicable here.
The utilitarian perspective focuses on maximizing the greatest good for all involved or affected by a particular decision. In this case, it might suggest that innovative sentences could be a more effective form of punishment since they could provide greater long-term benefits for both victims and offenders alike, through higher rates of rehabilitation or economic/social gains depending on the situation.
Under the deontological perspective an action is judged based on its own inherent nature rather than any potential outcomes which may arise from it. From this viewpoint, using innovative forms of punishment may not necessarily be considered moral if they conflict with existing legal norms or transgress certain principles (e.g justice).
Finally, the virtue ethics approach implies that decisions should be made based on what would lead to character building in those involved; meaning here that innovating kinds of sentence imposed in criminal cases must promote virtues such as forgiveness and empathy so that individuals can grow positively over time—rather than being stuck in cycles of retribution.
Overall, there is no one right answer when evaluating whether an innovative kind of sentence imposed in criminal case is morally permissible given how subjective morality can be but considering these three ethical perspectives may help reach some consensus about appropriate standards when judging cases like these.
Sequentially, the lessons following on from this all activities focussed on numeracy. Students need to have a key understanding of mathematics in order to incorporate these skills in to the programming activities. REFER TO LITERATURE HERE. WHY DO STUDENTS NEED TO KNOW THIS. There are lots of opportunities in Computer Science when numeracy can be applied. In every activity students conducted, they related to real life examples (Appendix). As can be seen from students work, we started from the foundations of basic addition of two integers then built on this once the foundations where in place. Teaching Standard 4 states that as teachers we need be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these (DfE, 2011). The lesson plans support this and it was vital I knew about students capabilities and the series of lessons built on their already existing knowledge. If students lacked in numeracy skills, they would not have been able to progress through the activities as students were required to test the outcomes of each program (student work). If students do not understand basic number systems, BIDMAS and data type’s students would not know if their outcome was correct. To support learning, students had a printed version of the comparison operators that would be used in the activities.
The activities conducted differentiated in difficulty with students progressing at their own rate. Throughout all the lessons there were plenary’s to collaborate learning and discuss key features of Python and their coding.
Assessment took place throughout the series of lessons. This was the first 3 lessons of a series of 8. Students conducted various programming activities after being taught the content. Brown and Knight (1994) stated that assessment is important as it is a performance indicator for both staff and students and provides opportunities to remedy mistakes. High quality verbal feedback was given during every programming activity and this motivated students. Teaching Standard 5 states that we should give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. (APPENDIX) I used terms such as ‘almost’ and ‘nearly’ during verbal feedback encouraging the correct response from the student, rather than them relying on me giving them the answer; a term Davies (1998) called evaluative listening.
Students began to learn from their mistakes and highlight mistakes in their evaluations. Nightingale et al. (1996) stated that assessment should also focus on team-working, problem solving and communication skills. These skills are transferable skills that can be used in many different subject areas, plus in society. Not only did the discussions during my lesson highlight this but it gave chance for me to
