Back

The A Method For Handling Multi-Offence Scenarios (How To Untangle Complicated Facts In Seconds) In AS Level Law 9084

Views 0

Why Multi-Offence Scenarios Scare Students

  • They mix several offences (theft + robbery + burglary + criminal damage).
  • Facts appear out of order.
  • Legal issues are hidden inside long narrative sentences.
  • Students get overwhelmed and write messy, unstructured essays.
  • Examiners repeatedly comment that candidates “jump between offences” instead of analysing them separately.
  • A* students do the opposite: they break multi-offence scenarios into clear legal units and score 13–15 marks easily.

The A System: Separate → Identify → Sequence → MIRAC → Conclude*

  1. Separate the scenario into incidents.
  2. Identify the offence linked to each incident.
  3. Sequence offences logically using a timeline.
  4. MIRAC each offence element-by-element.
  5. Conclude micro-findings after each offence.

This structure guarantees full AO2.

Step 1: Break Scenario Into Time-Based Segments

Use a table:

Segment What Happened Possible Offence
Beginning D enters shop/home/garage Burglary
Middle D takes item Theft
Middle D pushes/threatens Robbery
End D breaks window/door Criminal damage

Segmenting instantly stops confusion.

Written and Compiled By Sir Hunain Zia, World Record Holder With 154 Total A Grades, 7 Distinctions and 11 World Records For Educate A Change AS Level Law Free Material

Step 2: Identify Every Possible Offence Trigger

Use the trigger-word map:

  • “took”, “grabbed”, “removed” → theft
  • “pushed”, “hit”, “force” → robbery
  • “climbed”, “entered”, “window”, “garage”, “shop” → burglary
  • “smashed”, “broke”, “painted”, “scratched” → criminal damage
  • “lied”, “misled”, “false info” → fraud
  • “victim jumped”, “panic” → Roberts (escape)
  • “police shot” → Pagett
  • “refused treatment” → Blaue
  • “aim”, “intended”, “purpose” → mens rea (Mohan/Woollin)

Once triggers matched → structure becomes obvious.

Step 3: Build A Master Offence Checklist

Use a sub-point structure:

1. Theft

  • a. appropriation
  • b. property
  • c. belonging
  • d. dishonesty
  • e. ITPD

2. Robbery

  • a. theft
  • b. force
  • c. timing
  • d. purpose

3. Burglary

s9(1)(a)

  • a. entry
  • b. trespass
  • c. intent at entry

s9(1)(b)

  • a. entry
  • b. trespass
  • c. completed theft/GBH

4. Criminal Damage

  • a. destroying/damaging
  • b. property
  • c. belonging
  • d. MR (intent/recklessness)
  • e. lawful excuse

5. Causation (if required)

  • a. factual cause (White)
  • b. legal cause
  • c. intervening acts (Roberts/Pagett/Blaue)

This checklist = blueprint for ANY multi-offence scenario.

Written and Compiled By Sir Hunain Zia, World Record Holder With 154 Total A Grades, 7 Distinctions and 11 World Records For Educate A Change AS Level Law Free Material

Step 4: Use The Offence Flow Method (OFM)

OFM = analyse in the order actions occurred

Example timeline:

  1. Entry
  2. Taking
  3. Pushing
  4. Damaging property
  5. Victim reaction

Therefore, the answer structure is:

  • Burglary
  • Theft
  • Robbery
  • Criminal Damage
  • Causation (if harm occurred)

This sequence is logical and examiner-preferred.

Step 5: Apply MIRAC Separately To Each Offence

Never mix offences.

A Example 1: Burglary Block*

Entry

  • Rule: effective entry.
  • Case: Brown.
  • Apply: D’s torso through window.
  • Conclude: entry satisfied.

Trespass

  • Rule: no permission.
  • Case: Collins.
  • Apply: broke window = no consent.
  • Conclude: trespass satisfied.

Intent

  • Rule: intent at entry.
  • Apply: brought empty bag = intent to steal.
  • Conclude: s9(1)(a) burglary likely.

Done — move to next offence.

A Example 2: Theft Block*

Appropriation

  • Rule: assumption of rights.
  • Case: Morris/Hinks.
  • Apply: removed phone from display.
  • Conclude.

Property

  • Rule: s4 includes goods.
  • Apply: phone = property.

Belonging

  • Rule: s5 possession/control.
  • Case: Turner.
  • Apply: shop had control.

Dishonesty

  • Rule: objective standard (Ivey).
  • Apply: ordinary people view action dishonest.

ITPD

  • Rule: treating as own (s6).
  • Case: Lloyd.
  • Apply: intended to keep.

Offence complete.

A Example 3: Robbery Block*

Force

  • Rule: force modifies movement.
  • Case: Dawson & James.
  • Apply: shove changed cashier’s balance.
  • Conclude.

Force on property (if relevant)

  • Case: Clouden.
  • Apply: wrenching bag = force.
  • Conclude.

Timing

  • Rule: immediately before/at time.
  • Apply: shove occurred during taking.

Purpose

  • Rule: force must facilitate theft.
  • Apply: shove allowed escape.

Robbery satisfied.

Written and Compiled By Sir Hunain Zia, World Record Holder With 154 Total A Grades, 7 Distinctions and 11 World Records For Educate A Change AS Level Law Free Material

A Example 4: Criminal Damage Block*

Damage

  • Rule: temporary impairment = damage.
  • Case: Hardman.
  • Apply: smashed display reduced functionality.

Belonging

  • s10 — belongs to another.
  • Apply: property owned by shop.

MR

  • Rule: intention/recklessness.
  • Case: R v G (modern test).
  • Apply: aware smashing risked damage.

Lawful Excuse (if relevant)

  • Case: Jaggard v Dickinson.
  • Apply: if honest belief in consent (unlikely).

Criminal damage satisfied.

A Example 5: Causation Block*

Only used if facts include harm or victim reaction.

Factual Causation

  • Rule: but-for (White).
  • Apply: harm relied on D’s action.

Intervening Acts

  • If escape → Roberts.
  • If third party → Pagett.
  • If thin skull → Blaue.

Legal Causation

  • Rule: significant & operating.
  • Apply: D remained main cause.

Step 6: Use The Multiple-Offence Planning Table

Use this planning format before writing:

Offence Elements Case Needed Application Conviction Likely?
Burglary entry, trespass, intent Brown, Collins window + bag yes
Theft 5 elements Morris, Turner, Ivey, Lloyd taking phone yes
Robbery theft + force D&J, Clouden shove yes
Criminal damage damage, MR Hardman, R v G smash yes
Causation factual, legal White, Roberts/Pagett victim reaction yes/no

Fills out your whole answer in 45 seconds.

Step 7: How To Ensure Offences Don’t Overlap

Students often mix theft and robbery or burglary and theft.

Use this logic:

  • Theft → property only
  • Robbery → theft + force
  • Burglary → entry + trespass + intent/act
  • Criminal Damage → harm to property
  • Fraud → deception
  • Causation → victim reaction

Each offence has separate AR + separate MR.

Written and Compiled By Sir Hunain Zia, World Record Holder With 154 Total A Grades, 7 Distinctions and 11 World Records For Educate A Change AS Level Law Free Material

Step 8: Priority Order: Which Offence To Analyse First?

Always use chronological order:

  1. Entry-based offences
  2. Taking-based offences
  3. Force-based offences
  4. Damage-based offences
  5. Causation-based issues

This is examiner-preferred.

Step 9: Multi-Offence Scenario Example (Full A Breakdown)*

Scenario:
“Ahmed climbs through a shop window at night, grabs two phones, pushes the shopkeeper who tries to stop him, smashes the glass cabinet while fleeing, and the shopkeeper breaks his ankle while running after him.”

Your answer must identify:

  • Burglary
  • Theft
  • Robbery
  • Criminal Damage
  • Causation

Burglary (s9(1)(a))

  • Entry → effective entry (Brown) → torso inside
  • Trespass → no permission (Collins) → broken window
  • Intent → intent to steal → empty bag
  • Conclusion: Burglary committed.

Theft

  • Appropriation → taking phones
  • Property → phones = property
  • Belonging → shop had control (Turner)
  • Dishonesty → ordinary standard (Ivey)
  • ITPD → intended to keep (s6, Lloyd)
  • Conclusion: Theft committed.

Robbery

  • Force → push altered movement (Dawson & James)
  • Timing → during theft
  • Purpose → to escape
  • Conclusion: Robbery committed.

Criminal Damage

  • Damage → breaking cabinet (Hardman)
  • Property → store property
  • MR → aware risk → reckless (R v G)
  • Conclusion: Criminal damage committed.

Causation

  • Factual cause → but-for push → shopkeeper chased (White)
  • Escape → foreseeable pursuit → Roberts
  • Chain intact
  • Conclusion: Ahmed liable for resulting injury.

Step 10: Multi-Offence Segmentation Cheat Sheet

Use subpoints:

a. Identify all offences

theft, robbery, burglary, damage, causation

b. Create element list for each

entry, trespass, intent
appropriation, property, belonging
force, timing, purpose

c. Apply one offence at a time

d. Give a conclusion for each block

e. Avoid cross-mixing elements

Final A Multi-Offence Scenario Checklist*

  • Identify offence triggers
  • Segment facts
  • Build offence-by-offence blocks
  • Use MIRAC
  • One case per element
  • Use micro-ratios
  • Use timeline order
  • Apply facts instantly
  • Write micro-conclusions
  • Do not mix offences
  • Use tables for clarity
  • Use subpoints for structure
  • Cover all possible liabilities
  • No Tort, no Contract, no useless content
  • 1350+ words achieved every time
Hunain Zia

Hunain Zia has previously achieved considerable success in the high-school educational stream, gaining a massive 154 Total A Grades and 7 Major Distinctions, a process in which he broke/ set 11 different world records, including the most A grades ever achieved, most subjects ever appeared in, most distinctions, gaining distinctions across two separate boards (Pearson Edexcel and CAIE) within the same year/ ever, and even 19 hours of constant examination. All records stand intact today. Hunain pursued his Honors Accounting Degree from the prestigious Bentley University, and then completed an LLB (in Honors) from University of London. Currently, he manages multiple social and commercial projects, has founded digital streams and works tirelessly in the education sector.

Educate A Change focuses on truly bringing change in the educational sector worldwide. All our courses are designed to ensure success, and provide complete preparation without requiring any other external material. Therefore, it takes away the expense of academies, books, past paper compilations and other miscellaneous items. Instead, by just the courses we offer, the student can prepare fully for the best grades in their CAIEs, Edexcel and other high-school exams. The earnings from our course-sales are invested in social projects and growing the free educational activities of Educate A Change.