Programme handbook version 2014 15 date 20141125

Foundation Degree in Policing (FdA Policing)

PROGRAMME HANDBOOK Full-time study 2014-2015

2

CONTENTS Page Year 1 Group A Calendar 4 Year 1 Group B Calendar 7 Welcome 11 Introduction 12 Section 1: General Information

1.1 Staff Contact Details 13 1.2 Key Staff and what they do 14 1.3 Communication between staff and students 15 1.4 Personal Circumstances, Support and Counselling 16

Section 2: The Curriculum of the Programme (including details of Modules) 2.1 Rationale for distinctiveness of the programme 18 2.2 Aims of the programme 18 2.3 Programme Learning Outcomes 19 2.4 Induction 20 2.5 Programme Structure Diagram 20 2.6 Policing Modules 21 Section 3: Teaching, Learning and Assessment 3.1 Teaching, Learning and Assessment 88 3.2 Graduate Attributes 89 3.3 Modes of Teaching and Learning 89 3.4 Learning Methods: Private Study 91 3.5 Assessment Compact between Students and Staff 91 3.6 Assessment Calendar 92 3.7 Assessment Criteria 92 3.8 Assessment Methods and Regulations 92 Section 4: Learning Resources 4.1 Learning Resources at OCVC 94 4.2 Learning Resources at OBU 94 Section 5: Student Representation and Quality Management 5.1 Student Representation on the Subject Committee 95 5.2 Student Feedback 95 5.3 External Examiner 95 5.4 Academic Problems 95 5.5 Complaints and Appeals 95 List of Appendices 96 Appendix A: Programme Structure Diagram 97 Appendix B: Learning Outcomes 98 Appendix C: Assessment Calendar 99 Appendix D: Assessment Criteria 101 Appendix E: Oxford Brookes University Assessment Compact 102 Appendix F: Programme Regulations 105 Appendix G: Cheating: A Warning from University Regulations 110 Appendix H: Programme Specification 111

3

Year 1 – Calendar for 2014-15 Academic Year – Cohort A

Month Week Sun Mon Tues Wed Thurs Fri Sat

SEP

6

7 13

0 14 Induction 20

1 21 104 E&

D

Tutorial/guest speakers

102 Intro to O

p. Policing

103 Legal Framew

ork

105 Intro to response & investigation

101 Develop. Skills

for learning

27

2 28 4

OCT

3

5

11

4 12 18

5 19 104 pres

104 pres

25

6

26

1

NOV

7 2

103 essay in

104 E&

D

Tutorial/Guest speakers

102 Intro to O

p. Policing

103 Legal Frame w

ork


101 Develop. Skills for learning

8

8 9

102 essay in

15

9 16

22

10 23

29

DEC

11 30

E&D Workshop

6

12 7

104 in

103. E

xam

13

13 14

105 essay

in 102

Exam 105 Exam

20

14 21 Christmas Break 27


JAN


17 11 NCALT Revision

NCALT Revision

NCALT Revision

17

18 18 Attestation NCALT

Revision NCALT Revision

24

19 25 First Aid / Paediatric First Aid 31

FEB

20 1 Residential TVP training Sulhampsted -all week Exam Committee Information only

7

21 8 Residential TVP training Sulhampsted 14


23 22 TVP Training/Community practical 28

4


MAR

24 1 106 Practice Placement 7




28 29 Easter Break 4

APR

29 5 Easter Break Resits 11

30 12 106 in 107

101

18

31 19 25

32 26 Community placement (107) 2

MAY

33 3 9


35 17 policing in the com

munity

101 Tutorial as req.

23

36 24 30

JUNE

37 31

6

38 7 101 in 13

39 14 107 in 20

40 21 27

41 28 4

JULY

42 5 Moderation Exam

committee Annual Review meeting

11

43 12 Results confirmed

18

44 19 25

45 26 1

5

Year 1 – Calendar for 2014-15 Academic Year – Cohort B


SEP

6

7 13

0 14 Induction 20

1 21 104 E&

D

Tutorial/guest speakers

102 Intro to O

p. Policing

103 Legal Framew

ork


101 Develop. Skills

for learning

27

2 28 4

OCT

3

5

11

4 12 18

5 19 104 pres

104 pres

25

6

26

1

NOV

7 2

103 essay in

104 E&

D

Tutorial/Guest speakers

102 Intro to O

p. Policing

103 Legal Frame w

ork


101 Develop. Skills for learning

8

8 9

102 essay in

15

9 16

22

10 23

29

DEC

11 30 E&D Workshop 6

12 7

104 Essay in

103. E

xam

13

13 14

105 essay in

102 Exam 105

Exam

20


15 28 3

JAN

16 4 10

17 11 NCALT

Revision NCALT Revision

107

101

Tutorial

17

18 18 Attestation NCALT

Revision 24

19 25 First Aid / Paediatric First Aid 31

FEB

20 1

7

Community placement (107) 21 8 14


6

Month Week Sun Mon Tues Wed Thurs Fri Sat 23 22 policing in

the com

munity

Skills for

learning

Tutorial 28

MAR

24 1 7

25 8 14




APR


30 12 107 in Residential TVP training Sulhampsted 18



MAY




36 24 Tutorial as

required

30

JUNE

37 31 6

38 7 101 in 13

39 14 106in 20

40 21 27

41 28 4

JULY

42 5 Moderation

complete Exam committee Annual Review

meeting 11

43 12 Results 18

44 19 25

45 26 1

7

Year 2 – Calendar for 2014-15 Academic Year – Cohort A Month Week Sun Mon Tues Wed Thurs Fri S

at

SEP

6

7 13

0 14 202 Applied investigations

2x2hrs

Tutorials/ group work

opportunities

203 Rights, Policing and Public Order 2x2 hrs

201 Critical S

kills

20

1 21 G

uest speakers booked P

M. S

ee separate list

27

2 28 4

OCT

3

5

11

4 12 18

5 19 203 Exam 202 Exam 25

6

26

206 Practice Placement 2 1

NOV

7 2 206 Practice Placement 2 202 essay in 8

8 9 206 Practice Placement 2 15



DEC


12 7 ROADS 13

13 14 203 Ass AM hand in ROADS 20



JAN


17 11

206 in 205 Crim

inal Justice


opportunities

201Critical

Skills research proposal

17

18 18 204 Work related

learning

201 Critical Skills

24

19 25 31

FEB

20 1 Exam Committee 7

21 8 14

22 15 21

23 22 28

MAR

24 1 7

25 8 14

26 15 21

27 22 205 in 28


APR


30 12 201in Tutorials 18

31 19 25

32 26 204 in 2

MAY 33 3 9

34 10 16

8


35 17 23

36 24 30

JUNE

37 31

6

38 7 13

39 14 20

40 21 27

41 28 4

JULY

42 5

Moderation Exam committee

Annual Review meeting

11

43 12 Results confirmed 18

44 19 25

45 26 1

AUG

46 2 8

47 9 15

48 16 22

49 23 29

SEP 50 30 Graduation

9

Year 2 – Calendar for 2014-15 Academic Year – Cohort B Month Week Sun Mon Tues Wed Thurs Fri S

at

SEP

6

7 13

0 14

202 Applied investigations

2x2hrs


opportunities

203 Rights, Policing and Public Order 2x2 hrs

201 Critical S

kills

20

1 21 Guest speakers booked P

M. S

ee separate list

27

2 28 4

OCT

3

5

11

4 12 18

5 19 203 Exam 202 Exam 25

6

26 205 C

riminal Justice


opportunities

1

NOV

7 2

204 Work

related learning

201 Critical Skills

202 essay

8

8 9 15

9 16 22

10 23 29

DEC

11 30 6

12 7

13

13 14 203 ass AM hand in 205 ass. 20



JAN


17 11

NCALT Revision NCALT Revision

201 Critical Skills research

proposal

17



FEB





MAR

24 1 ROADS 7

25 8 ROADS 14

26 15 Tutorials 21

27 22 206 in 28


APR


30 12 201 in Tutorials 18

31 19 25

32 26 204 2

10


MAY

33 3 9

34 10 16

35 17 23

36 24 30

JUNE

37 31

6

38 7 13

39 14 20

40 21 27

41 28 4

JULY

42 5

Moderation complete

Exam committee

Annual Review meeting

11

43 12 Results confirmed 18

44 19 25

45 26 1

AUG

46 2 8

47 9 15

48 16 22

49 23 29

SEP 50 30 Graduation

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WELCOME FROM THE PROGRAMME COORDINATOR Welcome to the Foundation Degree in Policing developed by Oxford Brookes University and City of Oxford College in collaboration with Thames Valley Police. We are delighted that you have chosen to study with us. We hope that you will enjoy your time at City of Oxford college , and we look forward to working with you and getting to know you over the duration of the programme. This handbook has been designed to introduce you to your programme, to describe how it operates, and to give you some help in navigating your way through it. It will introduce you to the academic community you will become a part of and provide you with information about the systems at City of Oxford college and Oxford Brookes University to enable you to maximise your learning experience. We hope you will find the programme challenging both intellectually and practically, and that your time with us at City of Oxford College will be happy and successful. I look forward to working with you and getting to know you.

Lindsay Cloughley Lindsay Cloughley Programme Coordinator City of Oxford College WELCOME FROM THE LIAISON MANAGER WELCOME FROM THE LIAISON MANAGER On behalf of my colleagues in the Department of Social Sciences at Oxford Brookes University, I would like to welcome you to City of Oxford College. In joining this programme you have become part of a vibrant learning community involving your fellow students and the staff from City of Oxford College, Oxford Brookes University and Thames Valley Police. The staff you will meet (both teaching and support) have a wide range of experience from which you can benefit. I hope you will enjoy all aspects of your life as a student and we wish you every success as you settle in and become a part of City of Oxford College and Oxford Brookes University. Richard Huggins Oxford Brookes University Liaison Manager Department of Social Sciences Faculty of Humanities & Social Sciences Oxford Brookes University

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Introduction This Programme Handbook tells you many of the things which you will need to know in order to have a successful and enjoyable time as a Policing student at City of Oxford College and Oxford Brookes University. It contains essential information about the design and organisation of the course and about the College and the University. Keep it safe – you will need to refer to it throughout your time as a student. If you have a question, refer to it first. If you remain unclear seek advice from a member of staff. In conjunction with this Handbook other valuable information is contained in the College HE Student Handbook. Your Programme Handbook is divided into the following sections: Section 1: General Information This section gives you essential basic information, telling you who the Policing staff are; how, when, and why to contact them; what to do if you’re experiencing ill-health or other difficulties. Read this section first, as it includes the information you need to know for getting started and thriving on your course. Section 2: The Curriculum of the Programme (including details of Modules) This section gives information on academic matters and describes how the Foundation Degree in Policing is structured and how it operates. This is the most important section in this Handbook – you should read it very carefully and make sure that you understand it fully. This section gives details of all the Policing modules, telling you what is studied in them and how they are organised. Section 3: Teaching, Learning and Assessment This section tells you about the teaching, learning and assessment methods used on the Policing programme. It contains valuable information, for example offering explanations of the marks you will receive for assessed work and letting you know what will happen if you submit work late. Section 4. Learning Resources This section gives you easy references to all the information you need about the learning resources available to you as a student at both City of Oxford College and Oxford Brookes. Section 5. Student Representation and Quality Management This section gives you information about the measures which are in place to ensure that your foundation degree programme is the best that it can possibly be and also to outline your own place in the processes involved.

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1. GENERAL INFORMATION 1.1. STAFF CONTACT DETAILS

Module Leaders 2014-15 Name and Contact Details Module Leader For Lindsay Cloughley Tel: 01865 551213 Email: Lindsay.Cloughley@[email protected]

Year 1 Developing Skills for Learning Equality and Diversity Police practice placement Year 2 Critical Skills for Learning Practice Placement 2

Graham Bell Tel: 01856 551213 Email: [email protected]

Year 1 Introduction to Operational Policing Introduction to Response and Investigation Year 2 Applied investigations

Michael Clyne Email: [email protected]

CKP

Christopher Hibbert Tel: 01865 550881 Email: Christopher.Hibbert@[email protected]

Year 1 Legal Framework Year 2 Rights, Policing and Public Order Criminal Justice

Michelle Johnson Email: [email protected]

Year 2 Criminal Justice and Social Content

Richard Huggins Email :[email protected]

Year 1 Community Policing

Rob Collier Sue Taylor Learning Resources Team Leader Student Admissions and Finance Tel: 01865 551818 Tel: 01865 551691 Email: [email protected] Email: [email protected] Richard Huggins Oxford Brookes University Liaison Manager Tel: 01865 483936 Email: [email protected] If you are unsure who to contact please contact your Programme Coordinator* in the first instance.

Bill Hunt Higher Education Manager Tel: 01865 551566 Email: [email protected]

Jana Kabat-Petrova Higher Education Liaison Coordinator Tel: 01865 551566 Email: [email protected]

Lindsay Cloughley Programme Co-ordinator Tel: 01865 551213 Email: Lindsay.Cloughley@[email protected]

mailto:Lindsay.Cloughley@[email protected]

mailto:[email protected]


mailto:Christopher.Hibbert@[email protected]







mailto:Lindsay.Cloughley@[email protected]

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1.2. KEY STAFF, AND WHAT THEY DO Listed below are the key staff whom you are most likely to need to contact. Personal Tutor At the start of the programme you are allocated a personal tutor at college to provide professional and pastoral support if necessary and appropriate. The role of the personal tutor is to:

• Maintain contact with you through regular, negotiated meetings, if possible meeting you at least once a semester

• Provide you with a reference, based on the judgments of the teaching team • Provide support and guidance for your professional and academic growth • Use the profile of professional development as a basis for monitoring and discussion for

further development • Be a channel of communication between you and the programme staff • Liaise with your Constable Tutor, who will normally be your line manager or other

relevant staff, in respect of your support and progress throughout the programme • Be available for personal advice and referral to support agencies as appropriate It is your responsibility to maintain contact with your personal tutor throughout the programme. Your personal tutor is there to work with you to enable you to develop your full potential. Students are encouraged to write a Reflective Practice Journal and from this, develop an action plan which your tutor will review with you. This will enable you to become more reflective in your approach to your work. Your tutor is also there to offer personal support and to give you information about college support services. Meetings with your tutor are called tutorials. Tutorials are routinely held following the submission and marking of a piece of coursework – they provide opportunities for your tutor to give you feedback on your coursework, which is intended to improve performance and resolve issues that may be affecting your progress. Tutorials are fundamental to ensuring that your progress on the programme is regularly monitored and evaluated. All tutorials are documented by you and your personal tutor, resulting in an action plan addressing any issues that require future action. Copies are held by the personal tutor and yourself only. These records are confidential and may only be shared with a third party with your consent. At the beginning of the programme you should be made aware of the tutorial programme. Individual tutorials will take place at least once a semester. Occasionally tutors may also conduct group tutorials in addition to the individual ones. Additional tutorials may also be requested by you or the tutor as often as is felt necessary. Programme Coordinator The Programme Coordinator has the role of academic leadership for the programme within City of Oxford College and:

• Coordinates academic and pastoral support for students on the programme

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• Is the principal point of contact for you about academic matters to do with the programme

• Supervises the teaching programme • Coordinates the timetable for teaching and assessment for the whole programme • Ensures that regular evaluations of the modules and programme are undertaken • Ensures the election of student representatives to the programme committee • Chairs meetings of the programme committee each semester • Liaises with the Oxford Brookes University Liaison Manager regarding the preparation

for the annual Examination Committee Module Leader Each module is led by a module leader. You will be told who the module leader is at the beginning of the run of the module. You should contact the module leader if you need any information about the module, either before it starts or while it is running. Oxford Brookes University Liaison Manager The Liaison Manager refers to the person at Oxford Brookes University appointed to liaise with City of Oxford College and with Thames Valley Police on the day-to-day operation of the degree. This person ensures that the provisions of the collaborative partnership with Oxford and College and with Thames Valley Police are in full conformity with the University’s requirements for quality assurance and assessment and with the Quality Assurance Agency Code of Practice on Collaborative Provision. Constable Tutor You will be allocated a TVP Tutor Constable when you undertake your practice placement modules. The Tutor Constable will support you in developing the skills required to become a Special Constable fit for accompanied patrol with another police officer and progress to being fit for independent patrol. They will assess your skills against a Police Action Checklist which forms part of your assessment while in practice. In addition, the Tutor Constable will assist you in outlining an action plan to address your development needs. 1.3. COMMUNICATION BETWEEN STAFF AND STUDENTS Now that you are studying on the programme you are a member of an academic community and like any community, communication between its members is vital. This is especially true of an academic environment where you may not be at college every day. Academic members of staff have commitments other than teaching commitments which mean they do not always work in their offices. Each academic member of staff holds regular office hours every week during which they are available to meet with students. If you would like to meet with a member of academic staff it is advisable to get in touch with them to organise a specific time to meet. The most obvious way of keeping in touch with staff and other students is to attend lectures, seminars and other classes on a regular basis, but if this is not possible please maintain contact. Contact details of staff members are contained in this handbook. You will be given a City of Oxford College email address when you enrol. Please ensure you check this at least twice a week as this may be the way that teaching staff will communicate with you.

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1.4. PERSONAL CIRCUMSTANCES: SUPPORT AND COUNSELLING Inclusion and Diversity All efforts are made to ensure that the Foundation Degree Policing course is as inclusive and as welcoming to diversity as possible. In many cases you will make us aware of your needs when you arrive and in such cases we work to ensure that these needs are met, liaising with Student Services when appropriate. We are also on the lookout during the first year to identify other cases in which students need particular support. Throughout the course, every effort is made to be flexible in order to accommodate disabilities in an appropriate and proportionate manner and to provide the support you need. In-class tests mirror the provisions for disability made in university exams, with the provision of extra time, sitting separately, etc, as specified for the student. Disability If you have a disability of some sort which you feel may impede your work please let us know immediately. We are very keen (and legally obliged) to make sure that no student is disadvantaged through disability, but we can only help you if you keep us informed. This information may also result in you receiving an allocation of extra time in exams, should this be appropriate to your circumstances. You should contact your personal tutor to let them know about any special needs which you have. Health Problems and Mitigating Circumstances One of the principles of the programme is that no student suffering illness or other serious problems should be disadvantaged. If you suffer an illness which either causes you to miss an exam or be unable to meet a coursework deadline, or seems set to impair your performance in a piece of assessed work, then we need to know. For more on this see Section 3.7 below. Personal Problems Factors such as family bereavement, emotional upsets and accommodation difficulties can all seriously affect academic performance. Staff may be able to help and certainly need to know. Keep your personal tutor and module leaders informed so they can help you cope with any academic consequences which may result from these pressures. If personal problems affect your work to such an extent that you require extensions on coursework deadlines or miss an exam then you should submit a Mitigating Circumstances Form as described in section 3.7 below. There are also trained professional counsellors in Student Services to whom you may turn in the event of personal problems. Work The programme has been designed so that you can continue in a job throughout the programme. You are, however, strongly advised to ensure you have an equal balance between work and study as the workload is equivalent to doing full time, year one and two, of a degree. This will then ensure your time management allows enough time to study and produce the assignments required for each module. Student Services The University’s Student Services (based in the Helena Kennedy Student Centre, Headington Hill Campus) offers support for students in a wide variety of forms. For more information see http://www.brookes.ac.uk/student/services Students’ Union As an enrolled Oxford Brookes student you are a full member of Oxford Brookes Students’ Union (OBSU).

http://www.brookes.ac.uk/student/services

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Oxford Brookes Students’ Union seeks to enhance the student experience by providing representation, welfare services, recreation facilities and opportunities for student development within the Union, the University and the local community. Your rights as a full member are defined in the OBSU Constitution which can be found on the OBSU website (www.thesu.com). The OBSU Equal Opportunities policy (part of the Constitution) recognises that some activities of the Union are geographically restricted and that it may not be possible to deliver all services to students in their place of study. Where that is the case, the Union will deliver services through alternative means and / or will work to ensure that reasonable provision is made elsewhere for the students. OBSU will work with the students’ union at your site of study to support you. If you have any questions, you can contact the Deputy President: Welfare and Education on 01865 484790 or [email protected] Students’ Union Advice Centre The Advice Centre offers a free, confidential and independent service to all students at Brookes. The Centre offers advice and information on fees, grants and loans; debt and hardship; state benefits; housing; council tax; academic issues; general legal problems; consumer rights; harassment and discrimination. The Centre can undertake advocacy work on students’ behalf, both within the University and outside. The advisers offer a number of free leaflets and guides which are geared towards the needs of Brookes students. The Advice Centre is located on the ground floor of the Helena Kennedy Student Centre, Headington Hill Campus. For more information see www.brookes.ac.uk/student/union/advice.html Health and Safety Information Oxford Brookes University will act positively to minimise the incidence of all workplace risks as required by the Health and Safety at Work etc. Act 1974 and other associated legislation. All activities shall be carried out with the highest regard for the health and safety of all staff, students, visitors and the public at large. Our aim is excellence in health and safety, by means of continuous improvement of standards, systematically removing the causes of accidents/incidents and ill-health. This, together with more specific aims and objectives, demonstrates Oxford Brookes University's commitment to the Health Promoting University initiative. Wherever possible, legal requirements should be regarded as the minimum standard to be achieved. http://www.brookes.ac.uk/services/hr/health_safety/docs/obuhsn01.html Data Protection and Information Security Oxford Brookes University recognises that information and the associated processes, systems and networks are valuable assets and that the management of personal data has important implications for individuals. Through its security policies, procedures and structures, the University will facilitate the secure and uninterrupted flow of information, both within the University and in external communications. The University believes that security is an integral part of the information sharing which is essential to academic and corporate endeavour and our policies are intended to support information security measures throughout the University. The Information Security Policy is based on recommendations contained in British Standard 7799 - A Code of Practice for Information Security Management and is available here: http://www.brookes.ac.uk/res/ethics/dataprotection

http://www.thesu.com/


http://www.brookes.ac.uk/student/union/advice.html

http://www.brookes.ac.uk/services/hr/health_safety/docs/obuhsn01.html

http://www.brookes.ac.uk/res/ethics/dataprotection

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For further information on university offices, procedures and policies, and on the support and guidance that is available to you see: www.brookes.ac.uk/students 2. THE CURRICULUM OF THE PROGRAMME 2.1 Rationale for distinctiveness of the programme The Foundation Degree in Policing is designed to prepare you for a career in policing and to help to shape the future of the police force. The programme provides an opportunity to acquire the knowledge and understanding of what it means to police our communities and practice policing alongside regular police officers and Tutor Constables. The programme covers the whole range of topics covered by regular police officers’ training while ensuring fields are covered in depth as well as breadth. Delivery, assessment and evaluation will be shared by all partners to this programme. On the programme you are allocated your own specific tutor from Thames Valley Police during the practice placement periods as well as supported by the college module leader. The practice placements provide opportunities for you to develop your competence from a level of being deemed fit for accompanied patrol to one where you will become fit for independent patrol. On the programme you will be attested as a Special Constable prior to practice placement. Attestation means that a student will have conferred on them the powers, entitlements and responsibilities of Constable. It is normally accompanied by the presentation of their warrant card. It is a non-religious ceremony where the student swears an oath in front of a magistrate. Once attested you will hold statutory powers of Special Constable and following the first practice placement you will be able to patrol in a voluntary capacity as a Special Constable. In addition to specific blocked practice placement, community placements are arranged in specific modules of the course so you will experience a variety of community settings. The experience, personal and professional development you acquire during the voluntary work as a Special Constable can be captured and awarded academic credit through the assessment of the Work Related Learning module. Having successfully completed the FdA Policing you will be eligible to apply for the national regular police qualification. Credit is awarded for the FdA Policing which incorporates the content of the ‘Diploma in Policing’. As such, students who are successful on the FdA Policing and apply for regular police training are eligible for a shortened programme. The programme is based on three important principles: equality and diversity, communication and professional practice. These principles and the identified competences of policing are shared with other professional groups such as nurses, social care professionals and paramedics. For this reason the progression routes for students on this programme have focussed on these professions. 2.2 Aim/s of the programme The aim of the programme is to ensure that students are competent individuals with proficient knowledge in the discipline and professional skills for a career in policing or a field that serves the interests of the community.

http://www.brookes.ac.uk/students

19

2.3 PROGRAMME LEARNING OUTCOMES Graduate Attributes The programme has been designed to develop all students in relation to five graduate attributes described as follows: Academic Literacy; Research Literacy; Critical Self-awareness and Personal Literacy; Digital and Information Literacy; and Global Citizenship. Graduate Attributes are those core personal and academic skills which are developed in graduates of all Oxford Brookes University degree programmes. Students on the programme will be able to:

Academic Literacy

Demonstrate an ability to work within the legal framework which the police operate in and apply knowledge of the law and operations appropriately

Apply knowledge of recognising and using evidence and procedures appropriately in order to carry out policing activities

Research Literacy

Make critical use of appropriate studies and challenge the findings of reports as well as have an ability to present conflicting perspectives on issues and offer possible solutions

Analyse and propose solutions to common policing activities in the areas of investigation, intelligence, response and community policing supported by appropriate sources

Critical Self-awareness and Personal Literacy

Demonstrate an ability to organise oneself in order to perform as an autonomous and independent learner Able to display emotional intelligence in challenging situations Able to identify strengths and areas for improvement/further development

Digital and Information Literacy

Demonstrate an ability to access a wide range of appropriate source materials through relevant scholarly and professional databases, libraries, and other resources

Communicate effectively using a range of technologies, appropriate protocols and channels with a wide range of audiences

Global Citizenship

Demonstrate an understanding of the impact of policing in a cultural context and the importance of working with and for the community, society and globally

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All the module learning outcomes under each of the Graduate Attributes have been mapped against the programme learning outcomes in the grid provided in Appendix B. 2.4 Induction Your initial week on the course is designed to welcome and introduce you to the staff, facilities and resources which are in place to support your learning. You will meet the course team, including staff from City of Oxford College, Oxford Brookes and TVP. In addition you will get to know the venues and support services a City of Oxford College (including Library and Learning Resources, Student Guidance, Support for Learning, Student Union, etc.) and will visit Oxford Brookes University. During the week you will also formally enrol onto the programme and will be given all the information you need to allow you to begin your studies with confidence. You will also undertake a student learning agreement and fully understand the requirements for successful completion of this course. 2.5 Programme Structure Diagram The programme is structured so that the first modules in year one comprise classroom teaching which is delivered over three days per week in the first semester. This is followed by courses in first aid and health & safety prior to practice placement. You will then be allocated into one of two cohorts or groups; cohorts A and B. You will be told which cohort you belong to at the beginning of the course. Cohort A undertake the residential weeks and practice placement while Cohort B complete community policing. The two groups then swop over. An outline for the first year of the programme is shown diagrammatically below:

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The community policing module is chiefly classroom based interspersed with two one week periods of practice placement with a wide range of organisations and agencies in the local community that interfaces with TVP. Ordinarily you will remain in this cohort for Practice Placement 2. The structure of the second year of the programme begins with classroom teaching in the first part of semester one where modules are delivered over two days per week. Your programme activities can be conducted in parallel with your Special Constable responsibilities. Once again there is a split into two cohorts for practice placement where cohort A undertake practice placement while cohort B continue to study theoretical modules. The cohorts then swap where cohort B goes onto practice placement and cohort A continues with the theoretical modules. An outline for the second year of the programme is shown diagrammatically below:

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2.6 Policing Modules All modules listed here are compulsory for students on the programme. Module 101: Developing Skills for Learning 1. MANAGEMENT DETAILS Module title: Developing Skills for Learning Module number: 101 Module leader: Lindsay Cloughley Level: 4 No. of credits: 10 Mode of delivery: face to face, online and independent study Pre-requisites: None Co-requisites: None Barred combinations: None

Other restrictions or requirements:

None

Timetable information: 2 hrs per week for 12 wks then 1 hr per week for 8 wks Programme/s in which this module may be taken Status FdA in Policing Compulsory 2. MODULE AIMS This module is designed to ensure that students develop:

a) the skills, attitudes and approaches to learning which will enable success at higher education level study, and

b) the academic confidence to enable students to maximise learning opportunities whilst studying on the programme and in the workplace

3. LEARNING OUTCOMES On successful completion of this module, students will be able to:

* Graduate Attribute developed

Other GAs developed

1. Develop and use an audit of personal study skills and needs to identify their individual learning needs.

Academic Literacy

2. Apply appropriate frameworks and theoretical models to improve their learning

Academic Literacy

3. Demonstrate a critical understanding of a range of sources of information, such as media, internet, books, reports etc.

Research Literacy

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4. Select and use appropriate resources for specific learning and assessment tasks

Research Literacy

5. Record, summarise and précis information effectively

Research Literacy

6. Use academic conventions such as Harvard referencing correctly and consistently when presenting written work for assessment

Research Literacy

7. Evaluate their own work and that of others in a supportive and constructive fashion in order to improve performance and self-confidence


8. Develop, demonstrate and apply reflective practice skills to improve classroom and workplace learning


9. Select and apply strategies for effective time management


10. Develop positive approaches to learning Critical Self-awareness and Personal Literacy

11. Identify your own learning approaches and how these affect your learning opportunities


12. Demonstrate the use of a range of Information Learning Technology effectively to research and present work


13. Demonstrate an appropriate use of VLE to record and share information and ideas within the student cohort


14. Share and synthesise their learning with others

Global Citizenship

15. Work effectively as part of a group Global Citizenship 16. Develop the confidence to question their

own values and those of others, responsibly and ethically

Global Citizenship

4. OUTLINE SYLLABUS During this module, students will cover a range of topics that will include: Personal attitudes and approaches to learning:

• Organising and managing study • Understanding learning styles and theories of learning • Working effectively with others • Using constructive feedback and reflective practice

Developing academic study skills:

• Creating an audit of personal study skills and needs • Practising techniques and methods for effective study • Assessing appropriate learning resources successfully • Selecting and using appropriate resources for specific learning and assessment,

24

4. OUTLINE SYLLABUS including note taking

• Strategies for effective time management and planning assignments • Writing in approved academic style, avoiding plagiarism and referencing correctly • Applying and integrating learning from the workplace • Using IT effectively to research and present work

5. TEACHING LEARNING AND ASSESSMENT STRATEGY This module will be delivered through a combination of teaching and learning experiences which will include:

• Participation in interactive workshops • Creating an audit of personal skills and needs • Contribution to small group work • Working independently and with peers to develop study and IT skills • Undertaking a small-scale research project • Formulating an action plan for future development • Reflection upon the student’s own learning by keeping a reflective practice journal

Formative Assessment: Formative assessment will be undertaken at regular intervals throughout the module, both with individual students and with the group as a whole. Tutorial records will track the progress of individual students and identify areas of strength as well as actions for further development, all of which will be incorporated into their Skill Development Profile. Formal formative reviews of progress will be held in: Week 8 Week 32 These aim to provide guidance and to assist students in taking responsibility for their learning and personal development. Summative Assessment: Coursework: 100% Students will be assessed through the review of their Personal Development Profile (4000 words) which will include an analysis of their approach to a range of directed learning activities, an audit of study skills and an action plan for future development.

25

6. LEARNING HOURS (10 notional learning hours per credit)

Scheduled learning and teaching activities (contact hours) Lectures 15 hours Seminars 15 hours Practical classes/workshops 0 hours Tutorials 10 hours Fieldwork/external visits 0 hours Guided independent study Directed/independent study 20 hours Preparation for assessments 40 hours Placement/Study Abroad Work based learning / placements 0 hours

TOTAL: 100 hours

7. ASSESSMENT TASKS 7.1 Summative assignments Describe assessment tasks below…

Word count/ length of

exam

Learning outcomes assessed

Weighting

Coursework Personal development profile 3000 All 100%

% Written examinations Specifically, those that require timetabling by Examinations Team

%

% Practical (Oral assessment and presentation) % (Practical skills assessment) %

7.2 Opportunities for formative assessment and feedback Formative assessment is an important part of this programme and all modules incorporate continual formative assessment to ensure that students can develop and reflect on their learning. Formative assessment takes the form of pre and post session tasks that are reviewed in class, as well as activities that are tutor or peer reviewed. One to one sessions and group tutorials are also used to review and develop skills and learning. The formative assessment in this module provides a foundation for the final summative reflective assessment

26

8. INDICATIVE READING LIST Key text: Key text: Drew S, & Bingham R. .(2010) The guide to learning and Study skills for Higher Education and at Work. Farnham Gower Publishing Copley, S. (2011). Reflective Practice for Policing Students. Policing Matters. Learning Matters Cottrell, S. (2011). Critical thinking skills: developing effective analysis and argument.

2nd Ed. Basingstoke: Palgrave Macmillan. Indicative Reading: Connelly, J. and Forsyth, P. B. (2010). The study skills guide: essential strategies for smart

students. London: Kogan Page. Bolton,G. (2010). Reflective practice: Writing & Professional Development . 3rd Ed. London:

Sage Levin, P. (2009). Write great essays! 2nd ed. Maidenhead: Open University Press. Northedge, A. (2005). Good Study Guide. Milton Keynes: Open University Journals: How to organise yourself for independent study. In: Burns, T. and Sinfield, S., (2008). Essential Study Skills. 2nd ed. SAGE Studies Skills Series, Ch 5. On-line Resources: www.how-to-study.com http://www.careers.salford.ac.uk/studyskills http://www.humanities.manchester.ac.uk/studyskills/ http://www.strath.ac.uk/economics/currentstudents/studyskills/

Date module first approved: March 2012 Date of most recent revision: April 2014

http://www.how-to-study.com/

http://www.careers.salford.ac.uk/studyskills

http://www.humanities.manchester.ac.uk/studyskills/

http://www.strath.ac.uk/economics/currentstudents/studyskills/

27

Module 102: Introduction to Operational Policing 1. MANAGEMENT DETAILS Module title: Introduction to Operational Policing Module number: 102 Module leader: Graham Bell Level: 4 No. of credits: 20 Mode of delivery: Face to face, group work Pre-requisites: None Co-requisites: None Barred combinations: None Other restrictions or requirements:

None

Timetable information: 12 weeks - 4 hours per week Programme/s in which this module may be taken Status FdA in Policing Compulsory

2. MODULE AIMS This module will introduce students to the ethos and practical skills required to undertake the role of a police officer. By providing an overview of the structures within the police force as well as an introduction to the procedures and methods of modern policing it aims to give students a basic understanding of good practice. 3. LEARNING OUTCOMES On successful completion of this module, students will be able to:


Other GAs developed

1. Outline the historical development of modern policing, identifying how modern values and ethics of policing have evolved

Academic Literacy

2. Outline the structure of police forces and how they are managed at a local and national level

Academic Literacy

3. Explain the rules, procedure and legislation covering types of responses to information, incidents and documentation

Academic Literacy

4. Outline the legislation policy and procedures when legally arresting a person and when detaining a person

Academic Literacy

5. Explain how different types of evidence Academic Literacy

28

should be managed 6. Evaluate the National Intelligence Model

with reference to an operational policing environment

Research Literacy

7. Demonstrate the use of a wide and appropriate range of published information

Research Literacy

8. Take appropriate action to minimise the risk to yourself and others when carrying out practical policing activities


9. Identify and deal appropriately with victims, suspects and witnesses


10. Advance equality, diversity and anti-discriminatory practice by challenging inappropriate language and behaviour


11. Use information learning technology effectively to research and present work


12. Evaluate the application of IT in operational policing activities


13. Use electronic updates to ensure personal knowledge remains current


14. Identify effective and appropriate communication skills in a variety of situations recognising individual needs with respect to race

Global Citizenship

15. Identify methods for dealing appropriately with victims

Global Citizenship

4. OUTLINE SYLLABUS During this module students will be introduced to a range of topics related to Police Operations which will include: The development of modern policing

• Origin of UK policing • Development of police values and ethics • Introduction to structures and organisation • Agencies and influences

Legal context and procedures

• Types of incidents : With specific reference to search, arrest and detention

• Legislation and procedures for responding to incidents • Recording and managing information and evidence

The national Intelligence model

• Introduction to the national Intelligence model

29

5. TEACHING LEARNING AND ASSESSMENT STRATEGY This module will be delivered through a combination of lectures, workshops, group work and visiting speakers. Formative Assessment: Formative assessment will be undertaken at regular intervals throughout the module, both with individual students and with the group as a whole. Pre session and post session formative assessment opportunities will be used to support students These aim to provide guidance and to assist students in taking responsibility for their learning and personal development. Summative Assessment: Summative assessment will be a combination of exam and course work Assessment of the learning outcomes for this module will consist of:

1. a written essay which evaluate a selected aspect of modern policing (2000words, 40%)

2. an examination which will be based upon a case study/scenario/stimulus material (2hrs, 60%) which will allow you to apply your knowledge of the legal context and procedures essential for modern policing

6. LEARNING HOURS (10 notional learning hours per credit) Scheduled learning and teaching activities (contact hours) Lectures 34 hours Seminars 20 hours Practical classes/workshops 16 hours Tutorials 0 hours Fieldwork/external visits 0 hours Guided independent study Directed/independent study 100 hours Preparation for assessments 30 hours Placement/Study Abroad 0 hours

TOTAL: 200 hours 7. ASSESSMENT TASKS 7.1 Summative assignments

30

7.1 Summative assignments Describe assessment tasks below…


exam


Weighting

Coursework Essay 2000 1, 2, 3, 4,

6, 7, 8 40%

% Written examinations Book Exam 2 hours 3,4,5, 8, 9,

12, 14, 15 60%


7.2 Opportunities for formative assessment and feedback Formative assessment is an important part of this programme and all modules incorporate continual formative assessment to ensure that students can develop and reflect on their learning. Formative assessment takes the form of pre and post session tasks that are reviewed in class, as well as activities that are tutor or peer reviewed. 8. INDICATIVE READING LIST Key text: Bryant,R Bryant S Blackstone’s handbook for policing students 7th ed, 2012, Oxford:

OUP Newburn, T. (2008). Handbook of policing. 2nd ed. Cullompton: Willan Publishing. A key text for the programme Villiers, P. (2009). Police and Policing: An Introduction. Introductory Series. Sherfield-on-Loddon:

Waterside Press. Indicative reading:

Leonard Jason-Lloyd An introduction to policing and police powers 2nd ed, 2005, London: Cavendish Leishman, F., Loveday, B. and Savage, S. P. (2000). Core issues in policing. 2nd ed. London:

Longman. Loftus, B. (2009). Police culture in a changing world. Oxford: Oxford University Press. Newburn, T. (2009) Key Readings in Criminology, Willan Publishing.

31

8. INDICATIVE READING LIST Neyroud,P Beckley A Policing, ethics and human rights 2001, Cullompton: Willan Publishing Rawlings P; Policing: a short history 2002, Cullompton: Willan Publishing Reiner, R. (2010). The politics of the police. 4th ed. Oxford: Oxford University Press. Rogers, C. (2011). Police work: principles and practice. London: Routledge. Rowe, M. (2008). Introduction to policing. London: SAGE. Spalek, B. and Campling, J. (2006). Crime victims: theory, policy and practice. Basingstoke: Palgrave Macmillan. Waddington, P. A. J. (1999). Policing citizens: authority and rights. London: UCL Press. Date module first approved: March 2012 Date of most recent revision: April 2014

32

Module 103: Legal Framework 1. MANAGEMENT DETAILS Module title: Legal Framework Module number: 103 Module leader: Chris Hibbert Level: 4 No. of credits: 20 Mode of delivery: Face to face, group work Pre-requisites: None Co-requisites: None Barred combinations: None Other restrictions or requirements:

None

Timetable information: 12 weeks – 3 hours per week Programme/s in which this module may be taken Status FdA in Policing Compulsory 2. MODULE AIMS This module will introduce students to the Criminal Law in England and Wales as it relates to policing in the fields of substantive criminal law, criminal evidence and procedure. 3. LEARNING OUTCOMES On successful completion of this module, students will be able to:


Other GAs developed

1. Apply a working knowledge of core criminal offences to hypothetical legal scenarios

Academic Literacy

2. Evaluate the interplay between the role of police and the legislation underpinning and defining their role

Academic Literacy

3. Analyse new areas of law (substantive, evidential and procedural) employing the techniques of an independent researcher and learner

Research Literacy

4. Demonstrate an ability to evaluate your application of the law in practice


5. Demonstrate the ability to use appropriate technology to draw on primary sources of law


6. Describe the use and misuse of IT, the legal implications of accessing databases and


33

3. LEARNING OUTCOMES other sources of information that require permission and safeguarding personal data.

7. Demonstrate the ability to question one’s own values in order to ensure the reduction of prejudice, stereotyping and discrimination

Global Citizenship

4. OUTLINE SYLLABUS Students will be introduced to a range of topics which will include: Evidence and Procedure:

• Types of evidence – including DNA, visual, hearsay, confessions, science • Codes of practice, practicalities and documentation for searching premises – linking with

issue of improperly obtained evidence • Stop and search

Substantive Criminal Law: • The elements of crimes – physical and mental requirements • Non-fatal offences against the person – including racial aggravation • Sexual offences – including rape and assault by penetration • Property offences – including theft, burglary, robbery, fraud and criminal damage • Possession offences – including manufacture, sale, hire and importing of weapons

(Restriction of Offensive Weapons Act 1959), (Criminal Justice Act 1988), and knives for combat (Knives Act 1997), possession of an offensive weapon in a public place (Prevention of Crimes Act 1953), drugs

• Inchoate offences – including attempt, conspiracy and assisting and encouraging • Complicity – including Joint Criminal Ventures • Anti-Social Behaviour – Crime and Disorder Act 1998; confiscation of alcohol (Young

Persons Act 1997), breach of the peace and how to deal with non-crime incidents

5. TEACHING LEARNING AND ASSESSMENT STRATEGY This module will be delivered through a combination of lectures, workshops, and group work. Formative Assessment: Formative assessment will be undertaken at regular intervals throughout the module, both with individual students and with the group as a whole. Pre session and post session formative assessment opportunities will be used to support students These aim to provide guidance and to assist students in taking responsibility for their learning and personal development. Summative Assessment: Summative assessment will be a combination of exam and course work Assessment of the Learning Outcomes for the module will take the form of:

a) an assignment that will explore issues of criminal evidence and police procedure. The assignment will require students to engage with a hypothetical example in order to apply,

34

5. TEACHING LEARNING AND ASSESSMENT STRATEGY discuss and evaluate the law (40%, 2000 words)

b) an open-book exam based on two case studies. Students will be aware of the topic in advance, but not the specific scenarios. Each scenario is designed to test students’ understanding of issues within the substantive criminal law (60%, 2hrs). Students will be able to use pre-prepared printed materials only during the exam.

6. LEARNING HOURS (10 notional learning hours per credit) Scheduled learning and teaching activities (contact hours) Lectures 18 hours Seminars 18 hours Practical classes/workshops 0 hours Tutorials 14 hours Fieldwork/external visits 0 hours Guided independent study Directed/independent study 100 hours Preparation for assessments 50 hours Placement/Study Abroad Work based learning / placements 0 hours

TOTAL: 200 hours 7. ASSESSMENT TASKS 7.1 Summative assignments Describe assessment tasks below…


exam


Weighting

Coursework (including in-class tests) A written assignment exploring issues of criminal evidence and police procedure

2000 2, 3, 5, 6, 7 40%

% Written examinations Specifically, those that require timetabling by Examinations Team An exam based on two case studies and requiring application of substantive rules of law

2 hours 1, 4 60%

% Practical

35

7.1 Summative assignments (Oral assessment and presentation) % (Practical skills assessment) %

7.2 Opportunities for formative assessment and feedback Formative assessment is an important part of this programme and all modules incorporate continual formative assessment to ensure that students can develop and reflect on their learning. Formative assessment takes the form of pre and post session tasks that are reviewed in class, as well as activities that are tutor or peer reviewed. One to one sessions and group tutorials are also used to review and develop skills and learning 8. INDICATIVE READING LIST Key text: Monaghan, N. (2012). Criminal Law Directions. 2nd ed. Oxford: Oxford University Press Connor, P. (2012). Blackstone’s Police Manual 2013, Volume 1, Crime. 15th ed. Oxford: Oxford University Press. Elliott, C. and Quinn, F. (2012). Criminal Law. 9th ed. Pearson Education. Elliott, C. and Quinn, F. (2011). English legal system. 12th ed. Harlow: Longman. Malleson, K. and Moules, R. (2010). The legal system. 4th ed. Oxford: Oxford University

Press. Merritt, J. G. (2009). Law for student police officers. 2nd ed. Exeter: Learning Matters. Ozin, P., Norton, H. and Spivey, P. (2010). PACE: a practical guide to the Police and

Criminal Evidence Act 1984. 2nd ed. Oxford: Oxford University Press. Indicative reading: Harne, L. and Radford, J. (2008). Tackling domestic violence: theories, policies and practice.

Maidenhead: Open University Press. Joyce, P. (2006). Criminal justice: an introduction to crime and the criminal justice system.

Cullompton: Willan Publishing. Ormerod, D. C., Smith, J. C. C. l. and Hogan, B. (2011). Smith and Hogan's criminal law. 13th ed.

/ David Ormerod. ed. Oxford: Oxford University Press. Partington, M. (2011). Introduction to the English legal system: 2011-2012. 6th ed. Oxford: Oxford

University Press. Date module first approved: March 2012 Date of most recent revision: April 2014

36

Module 104: Equality and Diversity 1. MANAGEMENT DETAILS Module title: Equality and Diversity Module number: 104 Module leader: Lindsay Cloughley Level: 4 No. of credits: 10 Mode of delivery: Face to face, group work, visiting speakers Pre-requisites: None Co-requisites: None Barred combinations: None Other restrictions or requirements:

None

Timetable information: 8 weeks – 3hrs per week Programme/s in which this module may be taken Status FdA in Policing Compulsory 2. MODULE AIMS This module will introduce students to the legislation and key principals of equality and diversity and how they underpin ethics, standards and professional behaviour and practice in modern policing. 3. LEARNING OUTCOMES On successful completion of this module, students will be able to:


Other GAs developed

1. Identify and analyse Equality and Diversity and Human Rights issues in relation to modern policing

Academic Literacy

2. Outline how legislation protects an individual’s right to equal treatment

Academic Literacy

3. Investigate methods used by public sector organisations to advance equality and diversity within their organisation and the community

Research Literacy

4. Use various sources of information both from the workplace and from published material to identify equality and diversity and human rights issues

Research Literacy

5. Reflect upon and draw conclusions on their Research Literacy

37

3. LEARNING OUTCOMES own values with regard to equality and diversity and human rights

6. Advance the benefits of diversity in the workplace and the community, showing respect for people’s expressed beliefs and views


7. Identify action that can be taken to minimise the impact of discrimination and oppression on people


8. Investigate methods to advance equality, diversity and anti-discriminatory practice


9. Describe how the use of information technology can support the advancement of equality and diversity


10. Demonstrate an understanding of how IT can be used in communicating with others such as with certain disabilities and with English for speakers of other languages


11. Explain how inequality and discrimination affects individuals, groups and communities and society as a whole

Global Citizenship

12. Explain methods by which the police could foster good relations internally and with the community

Global Citizenship

4. OUTLINE SYLLABUS During this module students will be introduced to a range of topics related to equality and diversity, which will include:

1. Equality and Diversity Legislation: a) The Equality Act 2010 covering the nine protected characteristics:

• Pregnancy & Maternity • Marriage & Civil Partnership • Sexual Orientation • Sex • Gender Reassignment • Religion or belief • Race • Disability • Age

b) Other related legislation – Human Rights Act 1998

c) Public Sector Equality: • Elimination of discrimination, harassment, victimisation and the advancement

of equality of opportunity • Fostering good relations

2. Applications within the Police

• Police roles and responsibilities in relation to equality, diversity and human rights

38

4. OUTLINE SYLLABUS • Identifying people’s rights and responsibilities • Exploring how inequality and discrimination affects individuals, groups and

communities and society as a whole Students will also reflect upon their own values with regard to issues of equality and diversity and identify how their own values and beliefs affect those they work with. The theme of equality and diversity will underpin all other modules on the programme. 5. TEACHING LEARNING AND ASSESSMENT STRATEGY This module will be delivered through a combination of lectures, workshops, group work, visiting speakers and external visits. Formative Assessment: Formative assessment will be undertaken at regular intervals throughout the module, both with individual students and with the group as a whole. Pre session and post session formative assessment opportunities will be used to support students These aim to provide guidance and to assist students in taking responsibility for their learning and personal development. Summative Assessment: Summative assessment will be a combination of exam and course work Assessment of the learning outcomes for this module will consist of:

a) Small group presentations based upon case studies (20mins, 30%) b) An individual written report based upon a case study (1500 words, 70%)

Collectively, these reports will form a central resource for the benefit of all students and will be used as a reference for future study. 6. LEARNING HOURS Scheduled learning and teaching activities (contact hours) Lectures 12 hours Seminars 12 hours Practical classes/workshops 5 hours Tutorials hours Fieldwork/external visits hours Guided independent study Directed/independent study 45 hours Preparation for assessments 26 hours Placement/Study Abroad Work based learning / placements 0 hours

TOTAL: 100 hours

39



exam


Weighting

Coursework Individual report

1500 All 70%


%

% Practical (Oral assessment and presentation) Small group presentation

20 minutes 1, 2, 3, 4, 5, 8, 11,12

30%

(Practical skills assessment) % 7.2 Opportunities for formative assessment and feedback Formative assessment is an important part of this programme and all modules incorporate continual formative assessment to ensure that students can develop and reflect on their learning. Formative assessment takes the form of pre and post session tasks that are reviewed in class, as well as activities that are tutor or peer reviewed. 8. INDICATIVE READING LIST Key text: Clements P (2008) Policing a Diverse Society Oxford : OUP Stout, B. (2010). Equality and diversity in policing. Exeter: Learning Matters. Thompson, N. (2011). Promoting Equality: Working with Diversity and Difference. 3rd ed.

Palgrave Macmillan. Indicative reading: Daniels, K. and Macdonald, L. (2005). Equality, diversity and discrimination: a student textbook.

Chartered Institute of Personnel and Development. Rowe, M. (2007). Policing beyond Macpherson: issues in policing, race and society. Cullompton;

Portland, OR: Willan Publishing. Rowe, M. (2004). Policing, race and racism. Cullompton: Willan Publishing.

40

8. INDICATIVE READING LIST Stephens, M. (2000). Crime and social policy: the police and criminal justice system. Eastbourne:

Gildredge Press. Walklate, S. (2004). Gender, crime and criminal justice. 2nd ed. Cullompton: Willan Publishing. Date module first approved: March 2012 Date of most recent revision: April 2014

41

Module 105: Introduction to Response and Investigation 1. MANAGEMENT DETAILS Module title: Introduction to Response and Investigation Module number: 105 Module leader: Graham Bell Level: 4 No. of credits: 20 Mode of delivery: Face to face and group work Pre-requisites: None Co-requisites: None Barred combinations: None Other restrictions or requirements:

None

Timetable information: 12 weeks - 4 hours per week Programme/s in which this module may be taken Status FdA in Policing Compulsory 2. MODULE AIMS This module will introduce students to the key operating principles, practices and legislation within which police investigations are conducted. In particular this will include the importance of providing support to victims, witnesses and all the legal aspects for dealing with suspects. 3. LEARNING OUTCOMES On successful completion of this module, students will be able to:


Other GAs developed

1. Identify the legal, procedural and ethical requirements in relation to responding to an incident

Academic Literacy

2. Outline the process of obtaining and assessing the available information in order to prioritise and plan in accordance with the nature of the incident

Academic Literacy

3. Identify concepts and methods needed to ensure effective response to an incident

Academic Literacy

4. Describe and evaluate the legislation, policies, procedures and codes of practice in relation to conducting an investigation

Academic Literacy

5. Identify and describe a range of factors that should be considered when gathering and evaluating information to ensure appropriate

Academic Literacy

42

3. LEARNING OUTCOMES action is taken

6. Identify and describe the stages and considerations essential to ensuring a successful investigation process

Academic Literacy

7. Outline the process and evaluate the importance of recording and protecting evidence of all kinds

Academic Literacy


Research Literacy

9. Demonstrate a critical understanding of a range of sources of information, such as media, internet, books and reports.

Research Literacy

10. Select and use appropriate resources for specific learning and assessment tasks.

Research Literacy

11. Demonstrate the ability to record, summarise and précis information effectively.

Research Literacy

12. Use academic conventions such as Harvard referencing correctly and consistently when presenting written work for assessment

Research Literacy

13. Outline the importance when responding to or investigating an incident of risk assessment and health and safety legislation as well as considering the emotional well being of themselves and others


14. Identify and deal appropriately with victims Critical Self-awareness and Personal Literacy

15. Promote equality diversity and anti-discriminatory practice and challenge inappropriate language and behaviour.


16. Identify those technologies available to assist in gathering, recording and processing information in support of policing operations


17. Demonstrate knowledge of the restrictions on accessing certain sites and inappropriate use of certain information and the implications that can have on investigations.


18. Identify effective and appropriate communication skills in a variety of situations reconsidering individual needs with respect to race

Global Citizenship

19. Identify methods for dealing appropriately with victims

Global Citizenship

4. OUTLINE SYLLABUS

43

During this module students will be introduced to a range of topics related to Police Operations which will include: Procedures and methods

• Types of incidents students may be required to attend • Gathering information and planning response • Responding to an incident • Recording and processing information and evidence • The stages of a successful investigation • Dealing with victims, suspects and witnesses

Health and safety

• Risk assessments and health and safety of self and others 5. TEACHING LEARNING AND ASSESSMENT STRATEGY This module will be delivered through a combination of lectures, workshops, group work and visiting speakers. Formative Assessment: Formative assessment will be undertaken at regular intervals throughout the module, both with individual students and with the group as a whole. Pre session and post session formative assessment opportunities will be used to support students These aim to provide guidance and to assist students in taking responsibility for their learning and personal development. Summative Assessment: Summative assessment will be a combination of exam and course work Assessment of the learning outcomes for this module will consist of:

a) a written essay which will review and evaluate the process of initial response to an incident including the importance of health and safety and risk assessment ( 2000, 40%).

b) an examination which will require candidates to demonstrate a sound understanding of the legislation and procedures required to conduct an investigation (2 hours, 60 %%)

6. LEARNING HOURS Scheduled learning and teaching activities (contact hours) Lectures 24 hours Seminars 20 hours Practical classes/workshops 10 hours Tutorials 0 hours Fieldwork/external visits 0 hours Guided independent study Directed/independent study 110 hours

44

Preparation for assessments 36 hours Placement/Study Abroad Work based learning / placements 0 hours



exam


Weighting

Coursework Essay 2000 1, 2, 3, 5, 7,

8, 9, 13, 14, 15, 16, 18,

19

40 %

% Written examinations Closed book exam 2 hours 4, 5, 6, 7, 8,

13, 14, 15, 17, 19

60 %


1.2 Opportunities for formative assessment and feedback Formative assessment is an important part of this programme and all modules incorporate continual formative assessment to ensure that students can develop and reflect on their learning. Formative assessment takes the form of pre and post session tasks that are reviewed in class, as well as activities that are tutor or peer reviewed. One to one sessions and group tutorials are also used to review and develop skills and learning 8. INDICATIVE READING LIST Key text: Bryant,R Bryant S Blackstone’s handbook for policing students 7th ed, 2012, Oxford: OUP Indicative reading: Newburn, T. (2007). Criminology, Willan Publishing Newburn, T. (2009). Key Readings in Criminology. Willan Publishing. Downes, D, Rock, P. (2007). Understanding Deviance, (5th edn). Oxford: Oxford University

45

8. INDICATIVE READING LIST Press. Hutton, G. and McKinnon, G. (2011). General Police Duties 2012. 14th ed. Blackstone's Police

Manuals. Oxford: Oxford University Press. Milne, R. And Bull, R, (1999) Investigative Interviewing: psychology and practice. Chichester: Wiley (1999)

Date module first approved: March 2012 Date of most recent revision: April 2014

46

Module 106: Practice Placement 1 1. MANAGEMENT DETAILS Module title: Practice Placement 1 Module number: 106 Module leader: Lindsay Cloughley Level: 4 No. of credits: 20 Mode of delivery: Face to face, group work and online learning Pre-requisites: Modules 102, 103, 104, 105 must all be completed. In addition a

Fitness to Practise (FtP) certificate must be obtained prior to going out on placement. This FtP certificate includes area such as Safety Officer Training, First aid and Health & Safety as mandatory training areas.

Co-requisites: None Barred combinations: None Other restrictions or requirements:

Must be in practice placement under the mentoring and tutoring of TVP

Timetable information: The practice module will comprise 3 weeks mainly classroom-based learning with one week of safety officer training followed by 4 weeks in the community setting. Shift patterns of work will include working 07.00hrs-16.00hrs, 08.00hrs-17.00hrs, 15.00hrs-24.00hrs and 17.00hrs-03.00hrs. The week will also include weekend working.

Programme/s in which this module may be taken Status FdA Policing Compulsory 2. MODULE AIMS This module will provide learning experiences which enable students to meet the competencies required to carry out effective policing and become fit for accompanied patrol in line with the national curriculum for police training. The aim of this module contributes to the overall programme aims by including the need for students to demonstrate capability in the key strands of communication, equality and diversity and professional skills. The student will require achievement in demonstrating the use of the legal framework in which they operate, undertaking policing activities using correct police protocols and working effectively in the policing environment and within and for the community in which they serve. 3. LEARNING OUTCOMES On successful completion of this module, students will be able to:


Other GAs developed

47

3. LEARNING OUTCOMES

1. Plan prioritise and carry out a patrol Academic Literacy

2. Apply policing theories, models and methods in practice

Academic Literacy

3. Comply with appropriate legislation policy, operating systems and guidance in a practice setting

Academic Literacy

4. Identify assess, prioritise actions and manage resources appropriately to incidents and crime scenes

Academic Literacy

5. Provide critical analysis of policing procedures in particular context

Research Literacy

6. Identify and use appropriate resources to obtain relevant information for a range of incidences

Research Literacy

7. Manage conflict situations safely and effectively using appropriate language and behaviour


8. Make accurate objective records of incidents and actions in line with the procedures for the context


9. Plan and safely carry out a comprehensive search in line with standard procedures


10. Gather and handle exhibits appropriately; correctly categorising, recording and securing materials for forensic analysis when necessary


11. Plan, assess options and carry out an arrest; retain in custody if relevant, in line with standard procedures


12. Demonstrate correct and appropriate use of communication technologies


13. Retrieve and use appropriately relevant information from the police national computer using a range of technologies


14. Demonstrate appropriate use of electronic recording of information using appropriate technologies including record performance on VLE


15. Demonstrate an understanding of the operational requirements and limitations


48

3. LEARNING OUTCOMES regarding open source intelligence gathering

16. Provide appropriate support and advice to individuals such as victims and witnesses

Global Citizenship

17. Identify methods of building trust in the community and assess the impact of police actions across a range of different environments and communities

Global Citizenship

4. OUTLINE SYLLABUS During this module, students will cover a range of topics that will include: Communications

• Recording • Intelligence submissions and using information to support policing objectives • Technology

o Airwave practical o IT - Command and Control Training o IT – CEDAR

Safeguarding, prevention and response

• Domestic Abuse • Safeguarding children • Community welfare • Investigate allocated enquiries • Prepare for, and participate in, planned policing operations

Carrying out police powers

• Stop and Search • Arrest/ Detention/ Custody • Witness interviewing • Professional Standards • Conduct effective patrol

5. TEACHING LEARNING AND ASSESSMENT STRATEGY This module starts with classroom delivery by TVP to ensure that students have the knowledge required for worked-based learning within Thames Valley Police. The remaining teaching and learning takes place in the workplace, that is, on patrol in the community. The initial four weeks prior to going on patrol will cover essential mandatory training including health and safety, officer safety training and use of equipment such as that needed for communicating to and from colleagues in the police force. Initial workshops will include

49

5. TEACHING LEARNING AND ASSESSMENT STRATEGY observations, role play, and group working to assist in preparing students for working within the community. IT and use of police systems will be covered as part of the practice module in relation to learning TVP systems as well as a tool for learning. Health and safety will be an online course covered as part of the initial 4 weeks of practice placement. Each student will have an allocated Tutor Constable who will accompany them on shifts and incidences that relate to the activity that requires assessment and provide one-to-one tutor support. A Tutor Constable will assess a student’s progress with regard to the learning outcomes of the course and their capabilities that need to be reached by the end of the practice placement, that is, the student is fit for accompanied patrol. Action plans will be used to help direct the students’ learning. Where required tutors will endeavour to provide students with the opportunity to experience the areas identified in the Pre-join curriculum ( College of Policing ). The record of this progress which is shared with the partner college will be linked to the work-based learning module assignments which are designed to test students’ understanding of issues of policing practice. Students will have opportunities to demonstrate their understanding and application of their knowledge in practice and be provided with feedback about their achievements in the case study which is assessed by the Module Leader. Formative Assessment: Formative assessment will be undertaken at regular intervals throughout the module. The tutor constable will be responsible for the practical aspects working with the university tutors to provide formative feedback through a booked tutorials. These aim to provide guidance and to assist students in taking responsibility for their learning and personal development. Summative Assessment: Summative assessment will be through a course work Students will be complete 6 short reflection on practice plus a case study assignment of 1500 words that will explore issues of applying policing theories, models and methods. The assignment will require students to use the case study in order to apply, discuss and evaluate the operational policing in practice. In addition the students will complete a Work-based assessment which will include actions which the authorised Tutor Constable will sign when satisfactorily completed.

50

6. LEARNING HOURS (10 notional learning hours per credit) Scheduled learning and teaching activities (contact hours) Lectures 10 hours Seminars 10 hours Practical classes/workshops 10 hours Tutorials hours Fieldwork/external visits hours Guided independent study Directed/independent study 30 hours Preparation for assessments 20 hours Placement/Study Abroad Work placements 120 hours

TOTAL: 200 hours 7. ASSESSMENT TASKS 7.1 Summative assignments Word count/

length of exam


Weighting

Coursework (The case study is based on the concept of effective patrol

1500 2, 3, 4, 5, 6, 8, 12, 13,

17

40 %

Work-based reflective assessment report

3000 All 60 %

Written examinations Specifically, those that require timetabling by Examinations Team

%


7.2 Opportunities for formative assessment and feedback Formative assessment is an important part of this programme and all modules incorporate continual formative assessment to ensure that students can develop and reflect on their learning. Formative assessment takes the form of pre and post session tasks that are reviewed in class, as well as activities that are tutor or peer reviewed.

51

8. INDICATIVE READING LIST Key text: Bryant R and Bryant S ( 2012) Blackstone’s Handbook for Policing Students 2014 7th Ed Oxford: Oxford University Press Bolton,G. (2010). Reflective practice: Writing & Professional Development . 3rd Ed.London.Sage. Connor, P. (2011). Crime 2012. 14th ed. Blackstone's Police Manuals. Oxford: Oxford University

Press. Hutton, G. and McKinnon, G. (2011). General Police Duties 2012. 14th ed. Blackstone's Police

Manuals. Oxford: Oxford University Press. Johnson, D. and Hutton, G. (2011). Evidence and Procedure 2012. 14th ed. Blackstone's Police

Manuals. Oxford: Oxford University Press.

Newburn, T. (2008). Handbook of policing. 2nd ed. Cullompton: Willan Publishing. The above texts are key to the practice placement and students will be advised to purchase these. Indicative reading: Rogers, C. (2011). Police work: principles and practice. London: Routledge. Stout, B. (2010). Equality and diversity in policing. Exeter: Learning Matters. Date module first approved: March 2012 Date of most recent revision: April 2014

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Module 107: Community Policing 1. MANAGEMENT DETAILS Module title: Community Policing Module number: 107 Module leader: Richard Huggins Level: 4 No. of credits: 20 Mode of delivery: Face to face, group work, online learning community placements Pre-requisites: None Co-requisites: None Barred combinations: None Other restrictions or requirements:

Timetable information: The module is taught over eight weeks to a cohort of half the group of students while the other cohort half are undertaking the Practice Placement 1 module (106).

Programme/s in which this module may be taken Status FdA Policing Compulsory 2. MODULE AIMS This module will provide learning experiences which enable students to understand the communities which they serve and what community and neighbourhood policing means in practice. This module contributes to the overall programme in that its central premise is communication knowledge and skills in order to develop good relationships with members of diverse communities. The module also analyses the use of a range of information-gathering including intelligence in order to serve the community within which the police operate. With an emphasis on attitude and a need for self-awareness and emotional intelligence, this module enables students to understand the impact on communities with regard to how police powers and authority is used which relates to their professional skills. Exploration and an appreciation of the diverse groups within the community and practices that advance equality and embrace diversity is a key theme throughout the module. 3. LEARNING OUTCOMES On successful completion of this module, students will be able to:


Other GAs developed

1. Define essential terms such as community, culture, values and beliefs

Academic Literacy

2. Review the effects of social change on Academic Literacy

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3. LEARNING OUTCOMES community cohesion

3. Demonstrate knowledge of methods, techniques and police practices which improve social cohesion within the community

Academic Literacy

4. Demonstrates an understanding of the concept of neighbourhood policing through their planned approach to members of the community

Academic Literacy

5. From an evidence-based approach be able to support proposed methods of managing disagreements and conflict between communities

Academic Literacy

6. Provide examples that demonstrate an ability to engage and develop effective relationships with members of all sections of the community and from community agencies

Academic Literacy

7. Demonstrates the ability to gather a variety of sources and make critical use of information including community intelligence to further enhance social cohesion

Research Literacy

8. Demonstrates the ability to indicate a range if sources that purport to give the public perception of policing.

Research Literacy

9. Describe the implications arising from police discretion, operational independence, policing by consent and inter-agency police work.

Research Literacy

10. Critically appraise how police power Critical Self-awareness and Personal Literacy

11. Critically evaluate their own beliefs and values in relation to their role as an individual


12. Demonstrates the ability to use a range of technologies in gathering information about communities and community agencies to help better serve that community


13. Demonstrates the ability to use a range of technologies to communicate effectively with members of the community and community groups


14. Works collaboratively with and within a wide range of diverse communities

Global Citizenship

54

4. OUTLINE SYLLABUS During this module, students will cover a range of topics that will include: Community

• Societies, groups and communities • Communication, information and intelligence and relationships • Community agencies and groups

Social cohesion

• Policing practices and impact of the community • Social cohesion • Social change and impact on the community

Neighbourhood policing

• Neighbourhood policing • Roles within groups and society • Conflict and managing conflict • Relationship building and self-awareness

5. TEACHING LEARNING AND ASSESSMENT STRATEGY The module will be delivered through a combination of lectures, seminars and group work. The emphasis will be on seminars building in experiences including those from placements in the community. All students will be placed in a range of organisations and community groups and agencies. Students’ learning will be guided by a learning plan and will build on the portfolio from the Developing Skills for Learning module and the Equality and Diversity module. Formative Assessment: Formative assessment will be undertaken at regular intervals throughout the module, both with individual students and with the group as a whole. Pre session and post session formative assessment opportunities will be used to support students These aim to provide guidance and to assist students in taking responsibility for their learning and personal development. Summative Assessment: Summative assessment will be 100% course work The assignment will provide an opportunity for a student to bring together the learning from topics on the course to date and their actual experience of being based in the community. Considering methods and openings for building on and improving relationships and ways of working with the community, will prepare them for their role and contributes to achieving the TVP strategy of giving more focus on policing in the community.

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6. LEARNING HOURS (10 notional learning hours per credit) Scheduled learning and teaching activities (contact hours) Lectures 18 hours Seminars 6 hours Practical classes/workshops 0 hours Tutorials 0 hours Fieldwork/external visits 0 hours Guided independent study Directed/independent study 76 hours Preparation for assessments 30 hours Placement/Study Abroad Placements 70 hours



exam


Weighting

Coursework (including in-class tests) Case Study assignment

4000 All 100 %


%


7.2 Opportunities for formative assessment and feedback Formative assessment is an important part of this programme and all modules incorporate continual formative assessment to ensure that students can develop and reflect on their learning. Formative assessment takes the form of pre and post session tasks that are reviewed in class, as well as activities that are tutor or peer reviewed.

56

In this module formative assessment will also take place after community placement. A further formative assessment review point will occur which will also assist and guide the student in the final writing of the case study assignment. 8. INDICATIVE READING LIST Key text: Brogden, M. and Nijhar, P. (2005). Community policing: national and international models and

approaches. Cullompton: Willan Publishing. Newburn T ( 2008) Handbook of Policing . 2nd Ed . Abingdon : Taylor & Francis /Willan Palmiotto, M. (2011). Community policing: a police-citizen partnership. Criminology and Justice

Studies. London: Routledge. Indicative reading: Copley, S. (2011). Reflective Practice for Policing Students. Policing Matters. Learning Matters. Crawford, A. (1997). The local governance of crime: appeals to community and partnerships.

Oxford: Clarendon Press. Daniels, K. and Macdonald, L. (2005). Equality, diversity and discrimination: a student textbook.

Chartered Institute of Personnel and Development. Loftus, B. (2009). Police culture in a changing world. Oxford: Oxford University Press. Minton, A, (2009), Ground Control: Fear and Happiness in the Twenty-First Century, London: Penguin. Rogers, C. (2006). Crime reduction partnerships. Oxford: Oxford University Press. Thompson, N. (2011). Promoting Equality: Working with Diversity and Difference. 3rd ed.

Palgrave Macmillan. Date module first approved: March 2012 Date of most recent revision: April 2014

57

Module 201: Critical Skills 1. MANAGEMENT DETAILS Module title: Critical Skills Module number: 201 Module leader: Linday Cloughley Level: 5 No. of credits: 20 Mode of delivery: face to face, small group work, individual tutorials &

workshops Pre-requisites: Developing Skills for Learning (101) Co-requisites: None Barred combinations: None Other restrictions or requirements:

None

Timetable information: This module will be delivered over 22 weeks averaging 2 hours a week

Programme/s in which this module may be taken Status FdA Policing Compulsory 2. MODULE AIMS This module will give students the tools to understand how research knowledge can be effectively used to inform their professional practice. Students will develop their understanding of the research process and enhance the critical skills required to evaluate, discuss, disseminate and implement research findings in a work-based environment. In addition, students will be able to develop skills of planning a strategy for submitting a proposal for change and presenting that proposal in the most appropriate format. 3. LEARNING OUTCOMES On successful completion of this module, students will be able to:


Other GAs developed

1. Formulate a proposal around an area of improvement of practice

Academic Literacy

2. Analyse and evaluate data from a range of sources

Academic Literacy

3. Articulate the national and local police strategic objectives and how these can be adhered to and progressed

Academic Literacy

4. Undertake a literature search in relation to the chosen topic

Research Literacy

58

5. Identify aspects of reliability, validity and ethical issues in relation to undertaking research

Research Literacy

6. Demonstrate the ability to collate sources of evidence and present them as such

Research Literacy

7. Critically evaluate written and spoken communication (self, peer, academic, professional)


8. Identify how to access and use networks and support systems ethically


9. Demonstrate using feedback from others constructively to inform change and development


10. Select, manage and apply information technology in various situations appropriately and critical review


11. Evaluate and reflect on the effectiveness of information presented in relation to timeliness and relevance


12. Identify how different cultures may be affected as a result of being engaged in research

Global Citizenship

4. OUTLINE SYLLABUS During this module, students will cover a range of topics, including: Research Methodologies:

Purpose and role of research Problem solving in a workplace environment Work-related research methods Developing a research proposal

Data collection and analysis:

Reliability, validity and ethical issues Qualitative and Quantitative research tools Use of reflective practice/action learning techniques Applying and integrating learning from the workplace Using IT effectively to research, analyse and present research findings

5. TEACHING LEARNING AND ASSESSMENT STRATEGY The main focus of the teaching and learning strategy for this module is to give students the chance to deal with complex academic and work-based issues systematically and creatively and to demonstrate originality in solving problems. Learning to think and act in this way will equip students for working life and will provide them with a strong foundation should they wish to progress to further study. To this end, the module is delivered through a blended learning approach of formal lectures and online learning, followed by practice-orientated seminars; enquiry-based learning; student-led seminars around specific professional practice topics and disciplines; and project

59

5. TEACHING LEARNING AND ASSESSMENT STRATEGY development. Resources on the College Virtual Learning Environment (VLE) Moodle will also be utilised to support the teaching and learning and TVP VLE will also be at your disposal. This module will build on the work completed during the ‘Developing Skills for Learning’ module in year one (level 4). Formative Assessment: Students will also benefit from individual tutorials which will further develop their self-evaluation and career planning skills. These aim to provide guidance and to assist students in taking responsibility for their learning and personal development. Formative assessment will be undertaken at regular intervals throughout the module, both with individual students and with the group as a whole. Summative Assessment: Summative assessment will be 100% course work For the summative assessment students will need to submit an essay proposal of suggested improvement in one area of policing practice. The assignment must include a strategy of how this proposal can be most effectively received and have a practical approach to implementation. The assignment needs to demonstrate academic rigour, critical review of research which underpins it and be in line with national and local police strategy. 6. LEARNING HOURS (10 notional learning hours per credit) Scheduled learning and teaching activities (contact hours) Lectures 30 hours Seminars 20 hours Practical classes/workshops 0 hours Tutorials 20 hours Fieldwork/external visits 0 hours Guided independent study Directed/independent study 65 hours Preparation for assessments 65 hours Placement/Study Abroad Work based learning / placements 0 hours

TOTAL: 200 hours 7. ASSESSMENT TASKS

60



exam


Weighting

Coursework (including in-class tests)Improvement to service project

4000 All 100%


%


7.2 Opportunities for formative assessment and feedback Formative assessment is an important part of this programme and all modules incorporate continual formative assessment to ensure that students can develop and reflect on their learning. Formative assessment takes the form of pre and post session tasks that are reviewed in class, as well as activities that are tutor or peer reviewed. Small group and individual tutorials are used to provide fromattive assessment during the projest development stage. 8. INDICATIVE READING LIST Key text: Bryman A ( 2012) Social Research Methods 4th Ed Oxford : OUP Cottrell, S. (2011). Critical thinking skills: developing effective analysis and argument. 2nd Ed.

Basingstoke: Palgrave Macmillan. Indicative reading: Bell, J. (2010). Doing your research project: A guide for first time researchers. 5Th Ed. Maidenhead : Open University Press Connelly, J. and Forsyth, P. B. (2010). The study skills guide: essential strategies for smart

students. London: Kogan Page. Drew, S. and Bingham, R. (2001). The Student Study Skills Guide. Gower Publications, Hampshire. Leigh, A., & Institute of Personnel and Development. (1999). Persuasive reports and

61

8. INDICATIVE READING LIST proposals. London: Institute of Personnel and Development Levin, P. (2009). Write great essays! 2nd ed. Maidenhead: Open University Press Walliman N. (2004) Your undergraduate Dissertation. The essential Guide for Success.

London: Sage Publications Date module first approved: March 2012 Date of most recent revision: April 2014

62

Module 202: Applied Investigations 1. MANAGEMENT DETAILS Module title: Applied Investigations Module number: 202 Module leader: Graham Bell Level: 5 No. of credits: 20 Mode of delivery: Face to face, practical, group work Pre-requisites: 105 Introduction to Response and Investigation Co-requisites: None Barred combinations: None Other restrictions or requirements:

None

Timetable information: 6 weeks – 4.5 hrs per week Programme/s in which this module may be taken Status FdA in Policing Compulsory 2. MODULE AIMS This module will introduce you to the practice and procedures of interviewing witnesses, suspects and victims of crime. In addition, you will analyse and evaluate the interview process in relation to legislation and codes of practice. There will also be an opportunity to assess how interviews may influence further investigation. 3. LEARNING OUTCOMES On successful completion of this module, students will be able to:


Other GAs developed

1. Define the legal requirements and principles relating to interviewing suspects, victims and witnesses

Academic Literacy

2. Identify and explain the process of planning and preparing for interviews

Academic Literacy

3. Describe the process of conducting interviews with suspects, victims and witnesses, with reference to legal requirements

Academic Literacy

4. Evaluate the interview process and identify further actions

Academic Literacy

5. Describe the key aspects in investigating a crime

Academic Literacy

6. Critically review investigation processes to Academic Literacy

63

3. LEARNING OUTCOMES develop and refine future approaches to such work

7. Present evidence of the results of an investigation appropriately to a range of audiences

Academic Literacy


Research Literacy

9. Demonstrate planning processes resulting from gathering and researching in evidence for a range of investigations.

Research Literacy


Research Literacy



12. Identify and deal appropriately with victims, suspects and witnesses including identifying risks


13. Identify the risks to yourself associated with practical policing activity


14. Advance equality, diversity and anti-discriminatory practice and challenge inappropriate language and behaviour


15. Evaluate investigations undertaken already and identify own strengths and areas for improvement


16. Demonstrate using a range of technologies used to gather, record and process information in support of police investigations effectively and efficiently


17. Evaluate the range of technologies used to gather, record and process information in support of police investigations


18. Explain the restrictions and risks of accessing IT for information and sharing of information


19. Identify effective and appropriate communication skills in a variety of situations recognising individual needs with respect to race, diversity and Human Rights

Global Citizenship

20. Identify methods for dealing appropriately with victims, suspects and potential witnesses when dealing with an incident showing respect for all involved and considering all factors that could influence your actions

Global Citizenship

64

4. OUTLINE SYLLABUS During this module students will be introduced to a range of topics related to Police Operations which will include: Legislation

• Outline the legislation, policies, procedures and codes of practice that cover all types of interview:

o PACE & Codes of Practice o Human Rights legislation o Criminal Procedure and Investigations Act 1996 o Organisational procedures and policies

Interviewing suspects

• The principles of interviewing suspects to include: o Interview strategy o Role of relevant others o Approved interview techniques and methods o Importance of timings, locations and environment o Contingencies

• Planning and preparing for interview o Reviewing materials in relation to the incident o Identify and evaluate a suspect’s fitness for interview and how this will affect the

process o Use of resources at interview

• Conducting an interview with a suspect to include: o Dealing with legal representation o Responsibility for suspect during interview o Appropriate and ethical interview practice o Completing relevant documentation

• Evaluation and post interview procedures o Evaluation of interview and available information in order to prioritise further action o Effective communication with relevant others o Evaluation of their own performance

Interviewing witnesses and victims

• The principles of interviewing to include:

o Interview strategy o Categories of interviewee o Approved interview techniques and methods o Contingencies

• Planning and preparing for interview o Writing an interview plan o Ensuring an individual is fit for interview

• Conducting an interview o Appropriate and ethical interview practice o Completing relevant documentation.

• Evaluation and post interview procedures o Evaluation of interview and available information in order to prioritise further action o Effective communication with relevant others o Evaluation of your own performance

65

5. TEACHING LEARNING AND ASSESSMENT STRATEGY This module will be delivered through a combination of lectures, workshops, group work and visiting speakers. Assessment of the learning outcomes for this module will consist of:

1. a written essay which will review and evaluate the influences on modern policing ( 2000, 40%)

2. an examination which will be based upon 2 case studies (2hrs, 60%) 6. LEARNING HOURS (10 notional learning hours per credit) Scheduled learning and teaching activities (contact hours) Lectures 12 hours Seminars 12 hours Practical classes/workshops 26 hours Tutorials 0 hours Fieldwork/external visits 0 hours Guided independent study Directed/independent study 100 hours Preparation for assessments 50 hours Placement/Study Abroad Work based learning / placements 0 hours



exam


Weighting

Coursework (including in-class tests)Essay 2000 9, 10, 13,

16, 17, 19, 20

40%

% Written examinations Specifically, those that require timetabling by Examinations Team Open book exam

2 hrs 1, 2, 3, 4, 8, 9, 10, 11,

12, 13, 17, 19, 20

60 %

66


7.2 Opportunities for formative assessment and feedback Formative assessment is an important part of this programme and all modules incorporate continual formative assessment to ensure that students can develop and reflect on their learning. Formative assessment takes the form of pre and post session tasks that are reviewed in class, as well as activities that are tutor or peer reviewed. 8. INDICATIVE READING LIST Key text: Bryant R and Bryant S ( 2012) Blackstone’s Handbook for Policing Students 2014 7th Ed Oxford: Oxford University Press Connor, P. (2011). Crime 2012. 14th ed. Blackstone's Police Manuals. Oxford: Oxford University

Press. Johnson, D. and Hutton, G. (2011). Evidence and Procedure 2012. 14th ed. Blackstone's Police

Manuals. Oxford: Oxford University Press. Indicative reading: Ainsworth, P. B. (2001). Offender profiling and crime analysis. Devon: Willan. Harne, L. and Radford, J. (2008). Tackling domestic violence: theories, policies and practice.

Maidenhead: Open University Press. Moreno, Y. and Hughes, P. (2008). Effective prosecution : working in partnership with the CPS.

Oxford: Oxford University Press. Spalek, B. and Campling, J. (2006). Crime victims : theory, policy and practice. Basingstoke:

Palgrave Macmillan. Starmer, K., Strange, M. and Whitaker, Q. (2001). Criminal justice, police powers and human

rights. London: Blackstone. Date module first approved: March 2012 Date of most recent revision: April 2014

67

Module 203: Rights, Policing and Public Order 1. MANAGEMENT DETAILS Module title: Rights, Policing and Public Order Module number: 203 Module leader: Chris Hibbert Level: 5 No. of credits: 20 Mode of delivery: face to face, practical, group work Pre-requisites: Successful completion of 102 and 103 Co-requisites: None Barred combinations: None Other restrictions or requirements:

None

Timetable information: 6 weeks – 4.5 hrs per week Programme/s in which this module may be taken Status FdA in Policing Compulsory 2. MODULE AIMS This module will build on the knowledge gained from Introduction to Operational Policing and Legal Framework modules at Level 4. It will concentrate on the practical application and review of rights and policing related to the management of incidents. Students will consider the policies and procedures associated with conducting police stops and searches as well as arrest and detaining individuals. Students will consider in more depth the reporting process and importance and management of evidence. 3. LEARNING OUTCOMES On successful completion of this module, students will be able to:


Other GAs developed

1. Define the legal requirements and appropriate methods in relation to stops and searches of individuals, vehicles and searches of premises and open spaces

Academic Literacy

2. Define and evaluate the legal requirements and methods of arresting, detaining and reporting of individuals

Academic Literacy

3. Critically evaluate the importance and role of evidence in determining appropriate action

Academic Literacy

4. Recognise the different needs and rights of individuals, groups and communities when carrying out policing activities

Academic Literacy

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5. Define the interpretation of legislation such as the Crime and Disorder Act 1998 and the results such as the tension between local communities and local policing

Academic Literacy


Research Literacy

7. Demonstrate appropriate use of policies and procedures supported by evidence

Research Literacy



9. Identify and deal appropriately with victims, suspects and witnesses


10. Apply methods to advance equality, diversity and anti-discriminatory practice


11. Challenge inappropriate language and behaviour


12. Identify relevant learning technologies and appropriate police information and databases


13. Define the legal limitations in respect of the use of technologies within operational policing.


14. Identify and apply effective and appropriate communication skills in a variety of situations recognising individual needs with respect to race, diversity and Human Rights

Global Citizenship

15. Identify and apply knowledge of policing methods for dealing appropriately with victims, suspects and witnesses

Global Citizenship

16. Demonstrate appropriate cultural and environmental awareness when responding to all incidents

Global Citizenship

4. OUTLINE SYLLABUS During this module you will be introduced to a range of topics related to policing and public order which will include: Stops and searches

• Legislation, policies, procedures, codes of practice and guidelines • Documenting decisions and actions • Identifying risks and contingencies • Communicating effectively and appropriately with all sections of the community • Planning and conducting different types of searches

Arrest, detention and reporting

• Legislation, policies, procedures, codes of practice and guidelines • Grounds for arrest and detention • Communicating effectively and appropriately with all sections of the community • Identifying risks and contingencies

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4. OUTLINE SYLLABUS • Documenting decisions and actions

Evidence

• Evidence and legal authority to justify actions • Applying and using evidence • Documenting decisions, actions and rationale • Submission of evidence

5. TEACHING LEARNING AND ASSESSMENT STRATEGY This module will be delivered through a combination of lectures, workshops, and visiting speakers. Assessment of the learning outcomes for this module will consist of:

a) a written essay which will evaluate a selected aspect of policing procedure (1500 words, 40%).

b) an open book examination which will be based upon a case study/scenario/stimulus material (2hrs, 60%). Students would receive the case study/scenario/stimulus material in advance of the exam, but not the question(s).

6. LEARNING HOURS Scheduled learning and teaching activities (contact hours) Lectures 20 hours Seminars 16 hours Practical classes/workshops 0 hours Tutorials 0 hours Fieldwork/external visits 0 hours Guided independent study Directed/independent study 100 hours Preparation for assessments 64 hours Placement/Study Abroad Work based learning / placements 0 hours

TOTAL: 200 hours

70



exam


Weighting

Coursework (including in-class tests)Essay 2000 3, 4, 6, 7, 8,

10, 11, 12, 13, 14, 16

40 %

% Written examinations Specifically, those that require timetabling by Examinations Team Open book exam

2 hrs 1, 2, 3, 4, 6, 8, 9, 10, 11, 12, 14, 15,

16

60 %


7.2 Opportunities for formative assessment and feedback Formative assessment is an important part of this programme and all modules incorporate continual formative assessment to ensure that students can develop and reflect on their learning. Formative assessment takes the form of pre and post session tasks that are reviewed in class, as well as activities that are tutor or peer reviewed 8. INDICATIVE READING LIST Key text: Stone, R. (2012). Textbook on Civil Liberties and Human Rights. 9th ed. Oxford: Oxford University Press. Beggs, J., Thomas, G. and Rickard, S. (2012). Public Order Law and Practice. Oxford: Oxford University Press. Ozin, P., Norton, H. and Spivey, P. (2010). PACE A practical guide to the Police and Criminal Evidence Act 1984. 2nd ed. Oxford: Oxford University Press. Indicative reading: Davis, H. (2013). Human Rights Law (Directions series). 3rd ed. Oxford: Oxford University Press Uglow, S. (2006). Evidence – Text and Materials. 2nd ed. Thomson / Sweet & Maxwell. Munday, R. (2011). Evidence. (Core Text Series). 6th ed. Oxford: Oxford University Press Durston, G. (2011). Evidence – Text and Materials. 2nd ed. Oxford: Oxford University Press.

71

8. INDICATIVE READING LIST Keane, A. and McKeown, P. (2012). The Modern Law of Evidence. 9th ed. Oxford: Oxford University Press. Choo, A. (2012). Evidence. 3rd ed. Oxford: Oxford University Press. Dennis, I. (2013). The Law of Evidence. 5th ed. London: Sweet & Maxwell / Thomson. Date module first approved: March 2012 Date of most recent revision: April 2014

72

Module 204: Work Related Learning, Personal and Professional Development 1. MANAGEMENT DETAILS Module title: Work Related Learning, Personal and Professional

Development Module number: 204 Module leader: Lindsay Cloughley Level: 5 No. of credits: 20 Mode of delivery: Blended Pre-requisites: None Co-requisites: None Barred combinations: 206 (for timetabling purposes only:- students will be required to

take 206 in addition to 204 but the 2 modules cannot be taken at the same time)

Other restrictions or requirements:

Work related experience to be undertaken in an appropriate context

Timetable information: The module runs from semester 1 in year 2 and semester 2 in year 2.

Programme/s in which this module may be taken Status FdA Policing Compulsory 2. MODULE AIMS Overall the module encourages students to enhance their employability skills and to develop identified graduate attributes through learning from work related and extra-curricular experience. Specifically the module will enable students to:

1. Benefit from experiences in the work place, the university/college or the wider community 2. Engage in self-directed learning with appropriate supervision and structured reflection 3. Relate disciplinary knowledge and skills to the work related or extra-curricular context 4. Reflect critically on, and articulate their learning and personal development from, work

related or extra-curricular experience

An example of work related experience would be periods of voluntary work as a Special Constable.

The module is also an opportunity to explore professional aspirations and current capabilities in the form of a Personal Development Plan with a view to developing oneself in readiness for future employment such as applying to be a regular police officer and/or further study opportunities.

73

3. LEARNING OUTCOMES On successful completion of this module, students will be able to:


Other GAs developed

1. Understand and articulate the relationship between their discipline and the work related or extra-curricular experience

Academic Literacy

2. Exercise appropriate judgement in the planning, design and evaluation of the experiential learning and assessment

Academic Literacy

3. Research and express ideas with confidence and clarity for assessment purposes

Research Literacy

4. Accept responsibility and accountability for achieving personal outcomes under appropriate guidance


5. Use IT software for the purposes of assessment


6. Search and explore effectively in relation to appropriate sites for career development


7. Demonstrate use of advanced search techniques and use of databases to assist in policing activities.


8. Access and contribute to networks effectively for personal and professional development

Global Citizenship

4. OUTLINE SYLLABUS During this module students will develop a range of skills to promote their personal and professional/ career development. Personal development planning:

• Designing a personal development plan • Progression to employment such as a regular police officer and/or further study

Between 120hrs and 150hrs will be spent in a voluntary capacity as a Special Constable over the course of the programme. Of these hours it is estimated that about 100hrs would be learning new knowledge and skills on the job. In addition, this module is designed so that a further 100hrs of independent learning is undertaken. So every 15hrs of practice constitutes 10hrs of learning in a new role. 5. TEACHING LEARNING AND ASSESSMENT STRATEGY The student is guided from the beginning of the programme about how to plan for this module. Students are to use all the records of their learning throughout the FdA Policing which includes: Level 4: a profile and CV from Induction week, the results of work and learning from Developing Skills for Learning (101) and from Practice Placement (106) Level 5: work and learning from Practice Placement 2 (206), the final assignment for Critical Skills and Personal Development (201) With guided seminars and group work students will become increasingly reflective on their personal experiences while on placement and particularly while undertaking voluntary work as a

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5. TEACHING LEARNING AND ASSESSMENT STRATEGY Special Constable. The reflective journal, tutorial records and actions for further development (from associated modules), which all helped track progress and identify areas of strength can be incorporated into aportfolio which provides evidence of development and a critical reflection which will be the graded assessment. The student will receive tutor support in developing the portfolio which informs a personal development plan for future career progression and/or further academic study. 6. LEARNING HOURS Scheduled learning and teaching activities (contact hours) Lectures 2 hours Seminars 3 hours Practical classes/workshops 0 hours Tutorials 2 hours Fieldwork/external visits 0 hours Guided independent study Directed/independent study 63 hours Preparation for assessments 30 hours Placement/Study Abroad Work based learning 100 hours



exam


Weighting

Coursework Reflective portfolio 4000 All 100%


%


7.2 Opportunities for formative assessment and feedback

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Formative assessment is an important part of this programme and all modules incorporate continual formative assessment to ensure that students can develop and reflect on their learning. Formative assessment takes the form of one to one sessions and group tutorials to review and develop skills and learning 8. INDICATIVE READING LIST Key text: Bryant,R Bryant S Blackstone’s handbook for policing students 7th ed, 2014, Oxford: OUP . Cottrell, S. (2010). Skills for success: the personal development and employability. Basingstoke:

Palgrave Macmillan. Indicative reading: Palmiotto, M. (2011). Community policing: a police-citizen partnership. Criminology and Justice

Studies. London: Routledge. Pedler, M. J., Burgoyne, J. G., & Boydell, T. (2007). A manager's guide to self-development. 5th ed. London: McGraw-Hill. Rogers, C. (2011). Police work : principles and practice. London: Routledge. Thompson, N. (2011). Promoting Equality: Working with Diversity and Difference. 3rd ed.

Palgrave Macmillan. Date module first approved: March 2012 Date of most recent revision: April 2014

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Module 205: Criminal Justice and Social Context 1. MANAGEMENT DETAILS Module title: Criminal Justice and Social Context Module number: 205 Module leader: Michelle Johnson Level: 5 No. of credits: 20 Mode of delivery: face to face, practical, group work personal research Pre-requisites: None Co-requisites: None Barred combinations: None Other restrictions or requirements:

None

Timetable information: 8 weeks - 4 hrs per week Programme/s in which this module may be taken Status FdA in Policing Compulsory 2. MODULE AIMS This module will build on the knowledge gained from Level 4 particularly Community Policing (107). It will provide students with an understanding of the complexities of the legal and ethical aspects of policing. It will enable students to understand and question the role and accountability of police practice, in particular how police practice is influenced by social behaviour and how in turn it attempts to influence that behaviour. 3. LEARNING OUTCOMES On successful completion of this module, students will be able to:


Other GAs developed

1. Demonstrate an understanding of criminal data including the strengths and weaknesses of such data as a policing tool

Academic Literacy

2. Identify the leading theories of the causes of crime

Academic Literacy

3. Demonstrate an understanding of basic penology

Academic Literacy

4. Demonstrate an understanding of crime reduction strategies

Academic Literacy

5. Demonstrate a critical understanding of the tension between consensual and moral legitimacy, structure of policing and the impact on procedural justice

Academic Literacy

6. Describe the effect of specific crime control Academic Literacy

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and the resultant performance and implications for policing

7. Define the implications of the erosion of civil liberties, lack of transparency and accountability and the abuses of power and corruption.

Academic Literacy

8. Critically evaluate different theories and information sources to support and improve learning skills

Research Literacy

9. Document and record research in an appropriate way

Research Literacy

10. Investigate and apply problem solving skills in theoretical and practical situations to improve understanding

Research Literacy

11. Manage their own time to prioritise work, meet deadlines and take responsibility for their own learning


12. Evaluate their own use of problem solving skills in a theoretical or practical context


13. Using IT knowledge to undertake advanced searches to identify sources of information that provide examples of use and misuse of power in policing activities


14. Identify and use a wide range of information sources including media, printed information, web sources and personal interaction


15. Show application of knowledge gained from community and work placements to support academic practice

Global Citizenship

16. Research and acknowledge a range of views, opinions and theories

Global Citizenship

17. Critically review global development of policing and its influence on policing in the UK

Global Citizenship

4. OUTLINE SYLLABUS During this module you will be introduced to a range of topics related to criminology and the community which will include: Introduction

• The criminal justice system • Measuring crime • Crime and the media

Crime and criminal behaviour

• Classicism and positivism • Biological positivism • Psychological positivism • Governmentality and risk

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4. OUTLINE SYLLABUS Crime and trends

• Review trends in crime perceived and actual Issues in Criminology

• Race • Globalisation, terrorism and human rights

Criminal justice in action

• Penology and punishment • Custodial and non custodial sentences • Crime prevention and community safety • Partnerships and policies • Future opportunities

5. TEACHING LEARNING AND ASSESSMENT STRATEGY This module will be delivered through a combination of lectures, workshops, group work and visiting speakers. Formative assessment will take place in regular workshops and group seminars with guided research and discussion groups. Assessment will be 100% course work, in the form of a summative reflective essay, consisting of an in depth analysis of a recent ethical conflict or community issue (e.g. London riots) of 2000 words. 6. LEARNING HOURS (10 notional learning hours per credit) Scheduled learning and teaching activities (contact hours) Lectures 12 hours Seminars 12 hours Practical classes/workshops 0 hours Tutorials 0 hours Fieldwork/external visits 0 hours Guided independent study Directed/independent study 120 hours Preparation for assessments 56 hours Placement/Study Abroad Work based learning / placements 0 hours

TOTAL: 200 hours 7. ASSESSMENT TASKS

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exam


Weighting

Coursework Essay 4000 All 100 %


%


7.2 Opportunities for formative assessment and feedback Formative assessment is an important part of this programme and all modules incorporate continual formative assessment to ensure that students can develop and reflect on their learning. Formative assessment takes the form of pre and post session tasks that are reviewed in class, as well as activities that are tutor or peer reviewed. 8. INDICATIVE READING LIST Key text: Newburn, T. (2012). Criminology 2nd Ed. Cullompton: Willan Publishing. Newburn, T. (2009). Key Readings in Criminology. Cullompton: Willan Publishing. Indicative reading (remember this list is a guide only and is not exhaustive): Reiner, R. et al. (2007). The Oxford Handbook of Criminology, (4th edn). Oxford: Oxford University Press. Downes, D, Rock, P. (2007). Understanding Deviance, (5th edn). Oxford: Oxford University Press. Harrison, J. et al. (2012). Study Skills for Criminology. London: SAGE. Cavadino, M. et al. (2002)The Penal System: an introduction, (3rd edn). London: SAGE. Davies, M. et al. (2010) Criminal Justice, (4th edn). Edinburgh: Pearson Jewkes, Y. (2004). Media & Crime. London: SAGE. (4th edn). London:SAGE Bowling, B, et al. (2002). Racism, Crime and Justice. Harlow: Longman.

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8. INDICATIVE READING LIST Williams, C. (2008). Ethics, Crime and Criminal Justice. Upper Sadle River. N.J.: Pearson, Prentice, Hall. On-line Resources: Access to journals and other resources through ATHENS: Relevant journals include - British Journal of Criminology, Criminal Law Review, Criminal Law and Justice Weekly (please note that this list is not exhaustive and the resources available via ATHENS are vital for you to familiarise yourselves with) Access to UK legislation: http://www.legislation.gov.uk/ Home Office official crime statistics: https://www.gov.uk/government/collections/crime-statistics Office for National Statistics: http://www.ons.gov.uk/ons/taxonomy/index.html?nscl=Crime+and+Justice Useful information about crime, justice and the law: https://www.gov.uk/browse/justice Criminal Prosecution Service (CPS): http://www.cps.gov.uk/index.html Ministry of Justice: http://www.cps.gov.uk/index.html Date module first approved: March 2012 Date of most recent revision: April 2014

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Module 206: Practice Placement 2 1. MANAGEMENT DETAILS Module title: Practice Placement 2 Module number: 206 Module leader: Lindsay Cloughley Level: 5 No. of credits: 20 Mode of delivery: Face to face, group work and online learning Pre-requisites: 106, 202, 203 Co-requisites: Work-based learning module Barred combinations: None Other restrictions or requirements:

Must be in practice placement under the mentoring and tutoring of TVP

Timetable information: The practice module will comprise 2 weeks mainly classroom-based learning followed by 4 weeks in the community setting. Shift patterns of work will include working 07.00hrs-16.00hrs, 08.00hrs-17.00hrs, 15.00hrs-24.00hrs and 17.00hrs-03.00hrs. The week will also include weekend working. The practice placement continues after the 6 weeks with both cohorts of students coming together for road policing. This equates to one week of practice.

Programme/s in which this module may be taken Status FdA Policing Compulsory 2. MODULE AIMS This module will provide learning experiences which enable students to further develop competences required by the College of Policing to carry out effective policing and become fit for independent patrol. 3. LEARNING OUTCOMES On successful completion of this module, students will be able to:


Other GAs developed

1. Demonstrate the importance of securing, correctly packaging and storing evidence at a search of premises

Academic Literacy

2. Undertake appropriate interviews in relation to type, place, and time and in line with procedures with witnesses or victims

Academic Literacy

3. Prepare investigation files, information and materials. Document decisions, the rationale behind them, and the actions taken including the completion of the case

Academic Literacy

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3. LEARNING OUTCOMES 4. Carry out an initial response to sexual crime

demonstrating awareness for preservation of evidence

Academic Literacy

5. Demonstrate an ability to manage the scene of an initial road traffic collision

Academic Literacy

6. Demonstrate the safe stopping of vehicles and the serving of process

Academic Literacy

7. Plan, prepare and safely carry out appropriate searches using approved and appropriate methods and evaluate the outcomes

Research Literacy

8. Demonstrate an ability to plan and analyse an interview strategy

Research Literacy

9. Prepare, review, evaluate and select appropriate material for submission of a case

Research Literacy

10. Assess the most appropriate response required when investigating and dealing with explosive incidents/bomb alerts and the powers required to deal with suspected terrorists or suspected acts of terrorism

Research Literacy

11. Demonstrate an ability to appropriately apply the legal powers to stop vehicles, enter premises and demand production of documents

Research Literacy

12. Demonstrate an ability to lessen the effect of impeding factors when assessing and preparing a victim or witness for an interview


13. Critically evaluate direct and indirect confrontation and the outcome


14. Demonstrate ability to present information and evidence in court and other hearings


15. Demonstrate awareness of the impact of rape trauma and sexual offences on victims and be able to provide information about support facilities available to victims


16. Demonstrate an understanding of the principles and considerations regarding seizure and preservation of digital evidence


17. Critically review the operational requirements and limitations regarding open source intelligence gathering


18. Identify their role in counter terrorism and awareness of the impact of global terrorist acts on the community

Global Citizenship

19. Recognise the needs of individuals and the community with respect to equality, diversity and human rights

Global Citizenship

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4. OUTLINE SYLLABUS During this module, students will cover a range of topics that will include: Carrying out searches

• Plan and evaluate a search strategy • Undertake a search appropriately • Secure, correctly package and store evidence • Securing and preserving digital evidence

Interviewing

• Plan an interview strategy • Undertake appropriate interviews with a witness or victim • Evaluate performance of an interview

Case Information, evidence and investigations

• Prepare and present case information and evidence • Prepare investigation files and document and complete cases

Response

• Initial response to sexual crimes Counter terrorism

• Investigating and dealing with explosive incidents and bomb alerts • Role in counter terrorism • Powers dealing with suspected terrorists or suspected acts of terrorism

Officer Safety Training

• Revisiting safety training techniques Road Policing

• Highway and road policing codes • Stop and search

5. TEACHING LEARNING AND ASSESSMENT STRATEGY This module mainly takes place in the workplace, that is, on patrol in the community. The initial two weeks prior to going on patrol will cover essential elements of contact including revising officer safety training, interviewing witnesses or victims, preparing case files and completing investigation files. The time prior to going out into the community will also include initial response to sexual crimes and searching and securing evidence. Also covered is preparation of how to respond to a terrorist or bomb alert. The two weeks will be spent in workshops and will include observations, role play, and group working to assist in preparing students for working within the community. IT will be covered specifically in relation to technology crime and in particular focusing on sexual crime. The case study is a vehicle for the student to bring together the theoretical elements of the

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5. TEACHING LEARNING AND ASSESSMENT STRATEGY programme and demonstrate their understanding and application by using their personal experience from practice. The assignment will be assessed in relation to the critical awareness and analysis of the topic area which is chosen by the student. The case study incorporates the student’s own personal position by making use of the reflective diary and the stage of competency development. As with the first practice placement each student will have an allocated tutor who will accompany them on each shift. Tutors will assess a students’ progress with regard to the learning outcomes of the course and the competences that are required to be reached by the end of the practice placement, that is, the student is fit for independent patrol. Students will have opportunities to demonstrate their understanding and application of their knowledge in practice and be provided with feedback about their achievements. Action plans will be used to help direct the student’s learning. Where required tutors will endeavour to provide students with the opportunity to experience the areas identified in the Pre-join curriculum (College of Policing). The record of this progress which is shared with the partner college and links with Applied Operation Policing (203) and to the critical skills and personal development modules (101, 201). The record is an assignment which is designed to demonstrate the student’s competence and demonstrate their ability to critique policing practices. Finally, each student will maintain a learning log and reflective journal whilst on placement. 6. LEARNING HOURS (10 notional learning hours per credit) Scheduled learning and teaching activities (contact hours) Lectures 10 hours Seminars 10 hours Practical classes/workshops 10 hours Tutorials 0 hours Fieldwork/external visits 0 hours Guided independent study Directed/independent study 30 hours Preparation for assessments 20 hours Placement/Study Abroad Work placements 120 hours

TOTAL: 200 hours

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exam


Weighting

Coursework The case study is based on disposal options

1500 2, 3, 8, 9, 10, 13, 17,

18, 19

40 %

Work based reflection report 3000 All 60 % Written examinations Specifically, those that require timetabling by Examinations Team

%


7.2 Opportunities for formative assessment and feedback Formative assessment is an important part of this programme and all modules incorporate continual formative assessment to ensure that students can develop and reflect on their learning. Formative assessment takes the form of activities that are tutor or peer reviewed. 8. INDICATIVE READING LIST Key text: Bryant,R Bryant S Blackstone’s handbook for policing students 7th ed, 2012, Oxford: OUP Connor, P. (2011). Crime 2012. 14th ed. Blackstone's Police Manuals. Oxford: Oxford University

Press. Hutton, G. and McKinnon, G. (2011). General Police Duties 2012. 14th ed. Blackstone's Police

Manuals. Oxford: Oxford University Press. Johnson, D. and Hutton, G. (2011). Evidence and Procedure 2012. 14th ed. Blackstone's Police

Manuals. Oxford: Oxford University Press.

Newburn, T. (2008). Handbook of policing. 2nd ed. Cullompton: Willan Publishing. Jason-Lloyd, L. (2005). An introduction to policing and police powers. 2nd ed. London; Portland,

Or.: Cavendish. Indicative reading: Copley, S. (2011). Reflective Practice for Policing Students. Policing Matters. Learning Matters.

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8. INDICATIVE READING LIST Harne, L. and Radford, J. (2008). Tackling domestic violence: theories, policies and practice.

Maidenhead: Open University Press Ozin, P., Norton, H. and Spivey, P. (2010). PACE: a practical guide to the Police and Criminal

Evidence Act 1984. 2nd ed. Oxford: Oxford University Press. Palmiotto, M. (2011). Community policing: a police-citizen partnership. Criminology and Justice

Studies. London: Routledge. Journals: The British journal of criminology: delinquency and deviant social behaviour. London: Stevens. The Howard journal of criminal justice. Oxford: Blackwell. Punishment & society: the international journal of penology. London: Sage. Websites: HM Inspector of Constabularies. HMIC: Inspecting police in the public interest. Available at:

http://www.hmic.gov.uk/ Home Office. Crime. Available at: http://www.homeoffice.gov.uk/crime Home Office. Police. Available at: http://www.homeoffice.gov.uk/police Date module first approved: March 2012 Date of most recent revision: April 2014

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3. TEACHING, LEARNING AND ASSESSMENT 3.1 Teaching, Learning and Assessment The FdA Policing programme provides opportunities for you to achieve the learning outcomes using a range of different learning experiences. You will be able to develop your knowledge, skills and confidence in your capabilities throughout the two years. The team that deliver the programme is from OCVC, Oxford Brookes and TVP. The programme has been developed in close collaboration with the three partners and the implementation and delivery involves the team working together for teaching, assessment and evaluation and feedback. Many of the planned workshops and seminars involve team-teaching and many will use role play scenarios and opportunities to practice skills in a safe environment with your peers. You will be supported in your learning attainment by Constable Tutors (in practice placement) as well as by personal tutors and module leaders in college. From the very onset of the course you will be given access to three virtual learning environments: those of City of Oxford College, Oxford Brookes and TVP. The Induction period and information provided to students will give a clear outline about the IT facilities, how to access them, and using them to their full potential. The practice placements with Thames Valley Police (in years 1 and 2) which account for 20% of the course will introduce you to a new institution and offer valuable insight into your potential future employer. Following the first practice placement you will undertake a minimum of 16 hours per month as a volunteer Special Constable. By the second year you will undertake comparatively less face-to-face teaching than the first year so as to continue with your voluntary role as a Special Constable. The modules at the beginning of the second year cover the knowledge areas required for effective practice in the placements module. The module assessments have been designed to assist in the building of skills offering formative before summative assignments. There will be a schedule for each student that provides the opportunities to demonstrate their knowledge and skills. The module assignments prior to practice will require students to demonstrate a thorough grasp of the knowledge which is essential to practice safely and develop competence. 3.2 Graduate Attributes The table below gives an indication of how the teaching and learning experiences enable you to meet the programme learning outcomes and develop the graduate attributes: Graduate Attribute Teaching and Learning methods Academic Literacy

Academic literacy is developed throughout the two year programme beginning with self-awareness of your own learning styles, strengths and areas for development which begins with Module 101. This module focuses on developing the skill of learning to become self sufficient in attaining personal and academic literacy. The modules in year one present you with the means to access the information you will require to practically undertake your role. This is apparent in the modules Operational Policing and in Introduction to Investigation and Response. By year two you will be guided to explore more widely and in depth to provide evidence for your practice. This is evident in the applied modules and followed through in the assessment of the Practice Placement work book and case studies. Assessments use a case study approach so that you can demonstrate the application of theoretical concepts to the practice setting.

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Research Literacy

Following on from Module 101 where you are introduced to study and academic skills, the Critical Skills module begins to consolidate research skills. In the second year, in modules such as Applied Investigation you are able to show the knowledge and skills required to undertake analytical research and the skills necessary to appraise evidence. The assessments focus on the demonstration of the application of evidence underpinning practice.


Critical self-awareness is developed as the first year progresses and students examine the concepts of critical skills in the module Critical Skills. The Work Related Learning module enables you to reflect on the whole of the programme and your journey of development in relation to your competencies. In addition it enables you to consider your personal development helping to prepare for a career in policing and employment with TVP and beyond.


An e-learning course introduces you to the TVP IT system and the VLE. This VLE chiefly provides online resources to support the knowledge base of the programme modules. The READING COLLEGE VLE also provides support with online resources and is the portal for submission of assignments. Access and engagement with online resources is required in several of the modules and digital information and literacy is assessed in some modules including 201, 105 and 106.

Global Citizenship

A main strand of the programme is a fundamental principle of upholding human rights, equality and diversity. The course begins with the ethics, standards and professional behaviour and practice of modern policing. This theme runs throughout the whole programme. Every module addresses the premise of fairness, advancing equality and embracing diversity. Community Policing instils the notion of the police working in and with the community. The concept of global citizenship is explored and further developed as part of the practice placement modules. Assessment involves case studies which specifically demonstrate working within the wider community. You are able to develop a greater awareness of the impact of your actions on the community and the Work Related Learning module acknowledges your contribution to voluntary work-based learning.

3.3 Modes of Teaching and Learning The Foundation Degree in Policing employs a variety of teaching methods. Modules employ a mixture of lectures, seminars, and tutorials. Lectures Lectures are usually delivered to the entire class. They may occasionally take the form of formal lectures with relatively little room for discussion. More usually, however, they feature elements of class discussion and interaction. Lectures are designed to give a framework for the module, presenting the core elements of knowledge and understanding. They may present material and interpretations not included in, or at variance with, the standard published texts. It is very important that you attend all the lectures for any module you are taking; students who struggle to pass modules are usually those who have been missing lectures. At the same time, you will not do very well on a module if you rely on the lectures alone. One of the functions of lectures is to provide stimulus and direction for your private study, and you should respond to this stimulus.

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Seminars Seminars feature in many modules. In seminars the class is typically divided into smaller groups, allowing for sessions which are more focused on discussion and the contributions of students. Whatever the assignment you are given for your seminar, it is very important that you come properly prepared. Seminars in which students arrive well-prepared and ready to contribute their views can be immensely stimulating and useful, helping you to clarify uncertainties and explore ideas, as well as developing the vital transferable skills of presenting information and ideas orally and working in a group. On the other hand, seminars in which students have not prepared and sit back waiting for others to do the work can be frustrating for everyone. Ultimately, the success of a seminar depends at least as much on you as it does on the lecturer, so please play your part and make sure that your seminars make a full contribution to your learning experience! You should, of course, make sure that you attend all the seminar sessions for your modules. Tutorials Tutorials are sometimes offered on a one-to-one basis and sometimes involve a few students who all need to discuss a particular issue. Tutorials may be scheduled for all students on certain modules, but even when this is not the case they are always available on request. You should make use of this opportunity, as it offers you the chance to have an in-depth discussion with a lecturer about some aspect of your work of a sort which is not possible in lectures or seminars. Tutorials may concern the preparation of a seminar or essay, feedback on a marked assignment, or some other aspect of the course. All tutorials, especially those involving coursework preparation, are intended to be discussions between staff and students, not mini-lectures by the staff. You should always go to a tutorial prepared, even if this simply means that you have identified what questions you want to ask. Practice Placements Practice Placements ensure that you develop knowledge and skills in the programme both in terms of your academic progression and your development in the workplace. The first year modules introduce you to the world of policing covering a broad range of topics in readiness for practice in the field. You should be familiar with virtually every aspect of policing that you are likely to encounter and you will be guided as to where to gain more information, access support and respond appropriately to any event. By the second year the modules focus on application of knowledge. You will be required to demonstrate a more in-depth knowledge of the literature and evidence underpinning policies and practice. You will also be developing a greater self-awareness and analyse your own learning and practice through a cycle of feedback, targets and improvement. The programme directs you to consider the communication, equality and diversity and professional policing practice across all areas. Assessment, practice placements and progression The type of assessment is determined by the module and the circumstances of the learning environment. The assignments progress in relation to your understanding of the field of knowledge and your skills throughout the programme. The two hour examination using case study format enables you to demonstrate your knowledge and understanding of areas fundamental to policing practice. This is particularly important before going out to placement. The two hour exams meet the learning outcomes for the operational policing, legal framework and investigation and response as well as equality and diversity. You will call upon your research literacy skills, IT usage and academic literacy. The assessment essays will also be based on a case study format enabling demonstration of knowledge being applied to practice. The research and critical thinking skills are expected to be evident. The weeks for assessments are staggered so as to minimise the need to bulk revision periods. As the course progresses you will need to manage your time well especially around preparation for assessments and submission deadlines. In time you will learn to organise yourself in relation to your learningFinally, the Work related, personal and professional development module is designed to capture your knowledge and skills development in a portfolio from your voluntary work as a Special Constable. The list below summarises the sequence of events building on the assessments. Safety, conduct and preparation for placements Prior to first practice placement you will have:

• signed a self-declaration of a code of conduct • undertaken health and safety

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• undertaken first aid • completed the modules prior to placement

Prior to practice placement 2 you will have:

• successfully completed practice placement 1 • completed the modules prior to placement

3.4 Learning Methods: Private Study Perhaps the biggest difference between school and university is the proportion of private study time which you are meant to put in at university. Your attendance at all the taught sessions for your module, while important, should be only the tip of the iceberg of the work which you are doing. Modules are assigned credits where one credit equates to around 10 hours of learning. A 10 credit module therefore is designed to take 100 hours of work to complete and a 20 credit module takes around 200 hours. You can therefore work out that in a twelve-week semester you should be spending an average of over eighteen hours per week working on a 20 credit module. It will be immediately obvious that only a small proportion of this time will be spent in class. The rest of your time should be spent on: • reading, initially following the readings recommended in the module and then perhaps carrying out

exploratory readings or visits to web-sites of your own. • preparing for assignments. This is obviously the most important aspect of your private study in a

module, and to some extent all the work you will do on the module will contribute to your performance in the assignment. You will, however, get much more out of the module if you do not confine yourself narrowly and exclusively to work which is directly related to the question set by your assignment task.

You may be tempted to concentrate all or most of your effort into the period immediately before an assignment is due. This is a very unwise tactic to employ. Because all modules are assessed as they run throughout the year the assessment pressure is continuous, in contrast to the Final Exam-based systems found in some other Universities. You will, in addition, be doing several modules at once, so if you try to leave the work for all of them until the latter part of semester you will seriously overload yourself. To cope with these pressures you need to be working at a steady pace all the time, from the first week of the semester to the last. You should therefore plan your semester carefully, pacing out your work and your preparation for assignments so you do not run into essay crises. Take a moment to sit down at the beginning of the semester to plan out your work from week to week, taking the assessment deadlines for your modules into account. 3.5 Assessment Compact between Students and Staff Please read this compact carefully. It is laid down by the University, and indicates the responsibilities of both students and staff in the assessment process. The full Oxford Brookes Assessment Compact is included as Appendix C. This Compact is based on three principles:

1. that effective assessment is central to learning. 2. that assessment should be recognised as a joint responsibility between students and staff. 3. that a feedback process which takes the form of an active dialogue between students and

staff is an essential part of effective assessment. As students you are expected to take responsibility for your own learning through:

1. actively engaging with assessment tasks, including: • carefully reading the guidance provided. • asking for guidance and advice as appropriate. • spending sufficient time on the task. • ensuring that your work is your own (whether individual or groupwork). • handing your work in on time.

2. actively engaging in activities designed to develop your understanding of assessment. 3. actively engaging with, and acting on, feedback.

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4. actively engaging with the development of assessment policy in your programme through discussion with staff and through the student representative system.

As staff we undertake to ensure that:

1. assessment is central to the curriculum and a fundamental and integral part of the design of the programme.

2. assessment is designed to shape and develop your learning, as much as to judge and measure it.

3. assessment in each module is consistent with the aims and learning outcomes of the programme as a whole, so that as you progress through the programme your fulfilment of the programme aims and learning outcomes is supported and recognised through the assessment process.

4. we make the relationship between learning outcomes and assessment tasks clear and judge your work according to how well you have fulfilled the learning outcomes.

5. we provide clear assessment criteria against which any judgments about your work will be made.

6. we make every effort to ensure that there is no bias in the type of assessment task or the assessment criteria that would unfairly disadvantage any student.

7. we give you supportive, constructive and timely feedback, which is designed to help you build on your positive achievements and gain a clear sense of what you need to do to improve.

8. we offer activities which develop your understanding of assessment. 9. we produce a schedule of all assessments taking place in all modules within the programme,

and do all we can to avoid clashes between assessment deadlines. 10. lecturers are provided with development to enhance their understanding of assessment and

awareness of new ideas and techniques. 11. we engage you in regular discussions on assessment policy and practice within the

programme. 3.6 Assessment Calendar The table in Appendix C is an assessment calendar which includes a description of the type of assessment and the percentage of marks allocated to each assessment for level 4 and level 5. 3.7 Assessment Criteria: understanding what your marks mean A table of the assessment criteria is provided in Appendix D. This table shows the criteria used for marking essays and exams which are equivalent to the grades of your final foundation degree qualification. 3.8 Assessment Methods and Regulations Essays Essays are set in most modules. Essays reinforce your studies by asking you to focus on a particular problem or area and to investigate it in some detail. They particularly test and develop your skills in researching information and presenting both that information and your own ideas and arguments. General guidance is offered in all modules. Essays are returned to you with written comments which should make clear to you the areas in which you are doing well and those which require more work. Do not hesitate to ask for a tutorial to discuss a returned essay and to find out how to improve your performance. You may also seek tutorial advice when preparing an essay, to make sure that you are working on the right lines. Examinations Many modules also include exams or in-class tests. Exams test your overall knowledge and understanding of the material studied in the module, and the revision for the exam can in itself be a very valuable way of developing and confirming the knowledge and understanding you have derived from a module. As with essays, you should obtain advice from your lecturers if you are not performing as well as you would like in your exams. Further support can be obtained from Student Services. Please note that, as with essays, the one cause of weak performance with which we cannot help you is not doing enough preparatory work!

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Some examinations may include ‘seen’ questions in which you are given a question to prepare in advance and then asked to answer that question under exam conditions. More usually, however, exam questions are ‘unseen’, involving a question which you won’t have seen before the exam. Unseen exams primarily test your capacity to absorb a body of material and set of ideas and then apply that knowledge and understanding in an open-ended context. Seen exams primarily test your capacity to synthesise a complex body of material into a concise answer which can be presented within the timeframe of an exam. Please note that in all forms of exams illegible handwriting may lead to a loss of marks – not because we are penalising you but because we cannot give marks for work we cannot read! Case studies For the purposes of this programme, the term ‘Case study’ denotes the use of a scenario which could be drawn from real life, but could also be fictionalised to facilitate students learning of a particular topic. The programme employs the use of case studies both in taught sessions and as an assessment tool. Case studies are used to provide students with realistic scenarios which enable them to apply their knowledge in a safe environment. Seminar Presentations In some modules seminar presentations may be required and sometimes they are assessed. In addition to developing skills of research and presentation similar to those tested by essays, presentations also foster the transferable skill of being able to present information and ideas to an audience. In modules in which a presentation is required or assessed you will be penalised if you do not present your seminar paper, even if you subsequently hand in the written-up paper. If you are nervous about giving a presentation you may find it helpful to get further advice from the module leader in question, from your personal tutor, or from Student Services. Module Coursework Submission and Feedback Each module will incorporate a number of pieces of assessed coursework. Module handbooks will include detailed descriptions and instructions regarding these as well as calendars giving deadlines by which coursework assignments must be submitted and information on the process for gaining feedback from module leaders. Assignments on all modules will be submitted electronically using CITY OF OXFORD COLLEGE IT learning platform (Moodle). Turnitin software is used by Oxford Brookes and CITY OF OXFORD COLLEGE will be able to make use of this. Turnitin is an electronic system that recognises plagiarised work. Feedback will be given within 15 working days of assignment submission. Mitigating Circumstances What are mitigating circumstances? Mitigating circumstances are circumstances which were beyond your control and which could not be reasonably accommodated by you and which seriously impaired your performance in assessment. All three parts of this definition must be met for the University to agree you were affected by mitigating circumstances. For example, these circumstances could be medical or personal. In all cases you will be required to provide satisfactory documentary evidence to support your claim – if you fail to supply satisfactory documentary evidence your request will be turned down. The only exception is for very short extensions to an assessment deadline (up to one week), where you may be allowed to self-certify your difficulties if there is a valid reason why you cannot provide evidence. When should I submit my evidence of mitigating circumstances? In all cases, you should submit your claim and your evidence as soon as possible and always before an assessment deadline or exam. If you miss a deadline you will not only need to demonstrate that you were affected by mitigating circumstances but you will need to provide evidence that you were unable to submit your claim by the deadline. So don’t delay if you wish to claim mitigating circumstances! What if I miss a deadline without mitigating circumstances? If you miss an assessment deadline or an exam without approval for valid mitigating circumstances you will receive zero for that assessment. You must not miss deadlines! If mitigating circumstances are approved, what will happen?

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If your claim for mitigating circumstances is approved then you will be granted an extension to your submission deadline of up to four weeks or allowed to re-sit your examination (or, in certain situations only, an entire module). The University does not increase marks on the basis of mitigating circumstances. This is because the University wants you to demonstrate your full potential in assessments – if it is agreed you were affected by mitigating circumstances then we will give you an extension or a re-sit so you can demonstrate your potential unaffected by such circumstances. Where can I find out more? You can view the regulations concerning mitigating circumstances here: http://www.brookes.ac.uk/services/asd/registry/sas/mit%20circs.html Good academic practice One focus of your studies on the programme will be the development of good academic practice in terms of academic and research literacy and also the use of information and communication technology. Further support in relation to your study skills are offered by the University Library: http://www.brookes.ac.uk/library/studyskills.html Online software such as Turnitin is also used by the University to supports students in the development of good academic practice when preparing written work for assessment. http://www.brookes.ac.uk/services/asd/registry/turnitin.html Further questions about expectations in terms of academic conduct can be found in Appendix E and on the University webpages: http://www.brookes.ac.uk/library/skill/plagiarism.html 4. LEARNING RESOURCES Information about library, IT, other specialist teaching accommodation and facilities, etc 4.1 Learning Resources at CITY OF OXFORD COLLEGE For further details about all aspects of your life as a student at CITY OF OXFORD COLLEGE see the College Higher Education Student Handbook. 4.2 Learning Resources at OBU For full details of the facilities available at Oxford Brookes University library see: http://www.brookes.ac.uk/library/aboutus.html For full details of the technical IT support available to you from Oxford Brookes Information Systems (OBIS) see: http://www.brookes.ac.uk/services/cs/gettingonline/student_guide_2011_A5.pdf For further information on the facilities, support and guidance that is available to you see: www.brookes.ac.uk/students

http://www.brookes.ac.uk/services/asd/registry/sas/mit%20circs.html

http://www.brookes.ac.uk/library/studyskills.html

http://www.brookes.ac.uk/services/asd/registry/turnitin.html

http://www.brookes.ac.uk/library/skill/plagiarism.html

http://www.brookes.ac.uk/library/aboutus.html

http://www.brookes.ac.uk/services/cs/gettingonline/student_guide_2011_A5.pdf

http://www.brookes.ac.uk/students

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5. STUDENT REPRESENTATION AND QUALITY MANAGEMENT 5.1 Student Representation on the Programme Committee The Foundation Degree in Policing Programme Committee is responsible for all academic and administrative aspects of the teaching of the subject, the smooth running and monitoring of the course, and the instigation and organisation of any changes in course structure or teaching methods. The Committee meets at least twice a semester to deal with matters of day to day running of the course. Special meetings are called to consider the Annual Review each autumn, to conduct the Periodic Review every few years, or for other business of particular importance. Membership of this committee consists of all FdA Policing staff, the Student Support Coordinator, the Subject Librarian and student representatives from each year of students. Student representation on the Programme Committee is important, enabling student views to be voiced and allowing staff to canvas student opinion on proposals. The role of student representatives is to represent student interests and to provide an official channel of communication between staff and students. In every meeting of the committee there is a standing item in which student representatives are able to raise issues about which they are personally concerned or which have been brought to them by other students. It is very important that each year is represented. We will call for volunteers and nominations early in the autumn semester and hold elections if necessary. You can volunteer yourself as a student representative or nominate someone else who is willing. Names should be given to the Programme Coordinator.

5.2 Student Feedback We greatly value your feedback on our teaching. At the end of each module you will be given an ‘evaluation form’, a questionnaire which allows you to comment on your experience of the module. We read your comments carefully and incorporate them into the official report on the module. The reports will be available so you can read what other students said about the module and also see how we are responding to your comments and suggestions. The reports and any issues they raise are also discussed by staff and student representatives at one of the subject meetings. 5.3 The External Examiner The External Examiner is an experienced member of academic staff at another university who helps to ensure that assessment on the programme is carried out rigorously and fairly, as well as advising the programme team on further developments to the programme. The External Examiner writes an annual report which is read and acted upon by senior management in the Faculty of Humanities and Social Sciences at Oxford Brookes, as well as by staff at the College. 5.4 Academic Problems In the case of problems, or something you’re dissatisfied with, on a particular module, you should contact, in the following order: the relevant lecturer, the Module Leader, the Programme Coordinator. You may also raise the issue in question through one of your student representatives. It is much better to draw attention to an issue immediately as it occurs so that it can be addressed rather than to complain about something retrospectively. We welcome feedback on our teaching and will respond as best we can to any issues you raise, either by making changes or by trying to explain to you why things are the way they are. However, it’s much harder to do this in retrospect. 5.5 Complaints Oxford Brookes University is committed to the highest possible standards of teaching and research, and also firmly holds to the principle that there shall be no sexual, racial or other discrimination on irrelevant criteria in its treatment of students. The University's policy on staff–student relations provides advice and guidance for a student or group or students who wish to make representations about the conduct or actions of a member of staff. For the University’s complaints procedure see: http://www.brookes.ac.uk/regulations

http://www.brookes.ac.uk/regulations

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APPENDICES Appendix A: Programme Structure Diagram Appendix B: Learning Outcomes Appendix C: Assessment Calendar Appendix D: Assessment Criteria Appendix E: Oxford Brookes University Assessment Compact Appendix F: Programme Regulations Appendix G: Cheating: A Warning from University Regulations Appendix H: Programme Specification

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APPENDIX A: Programme structure Timeline (weeks) 0 1 12 13-14 15 20 21 23 26 27 32 35 38 Year 1 ` Year 2

Developing Skills for Learning (10 Credits)

Practice Placement

(20 Credits)

Community Policing (20 Credits)

Legal framework (20 Credits)

Introduction to Operational Policing (20 Credits)

Equality & Diversity (10 Credits)

Introduction to Response & Investigation (20 Credits)

Applied Investigations (20 Credits)

Applied Operational Policing (20 Credits)

Criminal Justice and Social Context (20 Credits)

Practice Placement 2 (20 Credits)

Work related learning, personal and professional development (20 Credits)

Induction

Critical Skills (20 Credits)

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APPENDIX B: Table showing the Programme Learning Outcomes acquired from each FdA Policing Module PROGRAMME LEARNING OUTCOMES 101 102 103 104 105 106 107 201 202 203 204 205 206 Academic literacy Demonstrate an ability to work within the legal framework which the police operate in and apply knowledge of the law and operations appropriately

X X X X X X X X X X X

Apply knowledge of recognising and using evidence and procedures appropriately in order to carryout policing activities

X X X X X X X X X X X X X

Research literacy Make critical use of appropriate studies and challenge the findings of reports as well as an ability to present conflicting perspectives on issues and offer possible solutions


Analyse and propose solutions to common policing activities in the areas of investigation, intelligence, response and community policing supported by appropriate sources


Critical self-awareness and personal literacy Demonstrate an ability to organise oneself in order to perform as an autonomous and independent learner


Able to display emotional intelligence in challenging situations


Able to identify strengths and areas for improvement/further development


Digital and information literacy Demonstrate an ability to access a wide range of appropriate source materials through relevant scholarly and professional databases, libraries, and other resources


Communicate effectively using a range of technologies, appropriate protocols and channels with a wide range of audiences


Global citizenship Demonstrate an understanding of the impact of policing in a cultural context and the importance of working with and for the community, society and globally


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APPENDIX C

ASSESSMENT CALENDAR AND DETAILS - LEVEL 4 FORMATIVE SUMMATIVE 1 SUMMATIVE 2

CREDITS FORMATIVE (Weeks) Description Length % Week Description Length % Week

101 DEVELOPING SKILLS FOR LEARNING 10

Review of Learning Skills Development Profile 3000 100%

8, 32 37

102 INTRODUCTION TO OPERATIONAL POLICING 20 Essay

2000 40% 9

Exam (Open-book) 2hrs 60% 19

103 LEGAL FRAMEWORK 20 Essay

2000 40% 13

Exam (Open-book) 2hrs 60% 13

104 EQUALITY & DIVERSITY 10

Small Group Presentation 20mins 30% 6

Individual Report 1500 70% 8

105 INTRODUCTION TO RESPONSE & INVESTIGATION 20 Essay

1 2000 40% 13 Exam 2 hrs

60% 13

106 PRACTICE PLACEMENT 20

Reflective Assignment 1500 40%

31 Work-based Reflection

3000 60%

31

38 38 107 POLICING IN THE COMMUNITY 20

4, 6, 7 Case Study Assignment 4000 100%

36

4, 6, 7 26

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ASSESSMENT CALENDAR AND DETAILS - LEVEL 5 FORMATIVE SUMMATIVE 1 SUMMATIVE 2

CREDITS FORMATIVE (Weeks) Description Length % Week Description Length % Week

201 CRITICAL SKILLS 20

Essay

4000 100% 32

32

202 APPLIED INVESTIGATIONS 20 Essay

2000 40% 7 Exam 2hrs 60% 7

203 APPLIED OPERATIONAL POLICING 20

Essay

2000 40%

7 Exam 2hrs 60%

7 7 7

204 INDEPENDENT STUDY MODULE

20 Portfolio

4000 100% 36 & 37

205 CRIMINAL JUSTICE & SOCIAL CONTEXT 20

Reflective Essay

4000 100% 35

206 PRACTICE PLACEMENT 2 20 Case

Study 1500 40% 17 Work-based

reflectiveRecord 3000 60%

27 17 27

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APPENDIX D Assessment Criteria: Level 4

Grade Mark

Knowledge/Understanding Synthesis/evaluation Reading/research Communication and presentation

A 70% +

Detailed knowledge and understanding and interpretation of relevant course content/education practices/policy issues

Detailed and balanced analysis of relevant issues, encompassing a range of viewpoints which is used as the basis for a perceptive, personal judgement linking theory and practice

Thorough grounding in appropriate information sources appropriate to the topic

Writes fluently and effectively: good structure and presentation with no significant grammatical errors. All sources referenced correctly

B+ 60-69%

Good knowledge and sound understanding of all pertinent aspects of relevant course content/education practices/policy issues

Clear evidence of analysis and evaluation but which is along conventional lines - theory and developing practice is linked and a comparison of alternative viewpoints is evident

Good use of a wide range of background information and reading

Clear structure and 'flow', work is well presented with few grammatical errors. Most sources referenced correctly

B 50-59%

All major aspects of relevant course content/education practices/policy issues are described and explained satisfactorily

Evidence of analysis of most material relevant to topic together with an evaluative conclusion - is aware of link between theory and developing practice and alternative viewpoints are acknowledged

Adequate reading/background information which is incorporated appropriately

Adequate structure and presentation, some minor grammatical errors. Some sources referenced correctly

C 40-49%

Some, but not all, major aspects of relevant course content/education practices/policy issues are described but any explanations are incomplete

Minimal analysis and evaluative comment which is not always supported by the material presented

Evidence of some background information/reading

Weak structure and presentation, stilted writing style, some significant grammatical/stylistic errors. Approved referencing system not used

Fail <40%

Course content/education practices/ policy issues confused/ misunderstood/misrepresented

Descriptive with little or no attempt at analysis or evaluation

No evidence that work is based on reading/background information

Poor structure leading to incoherent work, evidence of major grammatical/stylistic errors. No list of references provided

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Assessment Criteria: Level 5

Grade Mark

Knowledge/Understanding Synthesis/evaluation Reading/research Communication and presentation

A 70% +

Comprehensive knowledge and understanding and perceptive interpretation of relevant course content/education practices/policy issues

Well developed and balanced analysis of relevant issues, encompassing a range of viewpoints which is used selectively as the basis for a perceptive and independent judgement or original interpretation

Thorough grounding in appropriate and wide ranging information sources which is used critically to support arguments/points of view: some evidence of independent work

Writes fluently and effectively: good structure and presentation with no significant grammatical errors. All sources referenced correctly

B+ 60-69%

Good knowledge and understanding of all pertinent aspects of relevant course content/education practices/policy issues

Clear evidence of analysis and critical evaluation but which is along conventional lines - some critical linking of theory and practice and a comparison of alternative viewpoints

Good, critical use of a wide range of background information and reading

Clear structure and 'flow', work is well presented with few grammatical errors. Most sources referenced correctly

B 50-59%

Sound knowledge and understanding of all major aspects of relevant course content/education practices/policy issues: description and explanation is satisfactory

Evidence of analysis of most material relevant to topic together with an evaluative conclusion - theory and practice linked uncritically and an awareness of alternative viewpoints is evident

Adequate reading/background information only some of which is used critically

Adequate structure and presentation, some minor grammatical errors. Some sources referenced correctly

C 40-49%

Partial knowledge and understanding of some, but not all, major aspects of relevant course content/education practices/policy issues: description and explanation is incomplete

Minimal analysis and evaluative comment which is not always supported by the material presented

Evidence of some background information/reading but is used uncritically

Weak structure and presentation, stilted writing style, some significant grammatical/stylistic errors. Approved referencing system not used

Fail <40%

Unsatisfactory knowledge and understanding of course content/education practices/ policy issues: description is confused/misunderstood/ misrepresented

Descriptive with little or no attempt at analysis or evaluation

No evidence that work is based on reading/background information

Poor structure leading to incoherent work, evidence of major grammatical/stylistic errors. No list of references provided

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APPENDIX E: Oxford Brookes University Assessment Compact [*assessment encompasses all judgements made about the work of a student and/or their skills, abilities and progress, and the associated provision of feedback] 1. There are five fundamental tenets behind this compact, namely that:

1.1 Effective assessment is central to learning 1.2 To be effective the relational nature of the assessment and feedback process needs to be

emphasised, particularly in terms of the need for active dialogue between students and staff 1.3 To be effective, assessment must be recognised as a joint responsibility between staff and

students 1.4 The ability to assess, the work of both self and others, is an essential skill for all graduates 1.5 For the above tenets to be met in full, students and staff need to be ‘assessment literate’ and

actively participate in disciplinary communities of assessment practice.

2. The University will therefore ensure that:

2.1 Assessment is central to the curriculum, and there should be no distinct boundary between assessment, teaching and learning. All academic staff will therefore be encouraged to regard assessment as a fundamental and integral part of programme design, and one that is intended to shape and develop learning, as much as to judge and measure it.

2.2 Assessment is designed at programme level, to integrate module assessment and ensure

that assessment shapes learning in a coherent and holistic fashion, consistent with the aims and learning outcomes of the programme so that identified knowledge, skills and qualities can be developed and recognised, and validly assessed, whilst recognising progressive levels of attainment and different modes of study.

2.3 The relationship between learning outcomes and assessment tasks is made explicit. In

addition, clear assessment criteria should be provided whenever possible, and always when the assessment contributes to marks, grades, or decisions about progression. Assessment judgements must focus on the achievement of the learning outcomes against the assessment criteria, and this achievement authenticated as the student’s own.

2.4 Every effort is taken to ensure that there is no bias in the type of assessment task, or method

chosen, or the criteria applied, that would unfairly disadvantage any student.

2.5 Students are given supportive, constructive and timely feedback as an essential part of their learning. Such feedback will enable students to build on their positive achievements and have a clear sense of what they need to do to improve, with subsequent opportunities provided to act on the feedback and to put the advice given into practice.

2.6 Programmes include activities (e.g. marking exercises, self and peer-assessment, etc.)

specifically designed to involve students in assessment, to encourage dialogue between students and their tutors, and students and their peers, and to develop their abilities to make their own informed judgements (assessment literacy).

2.7 Programmes produce assessment schedules of summative assessment, and make every

effort to avoid the concentration of assessment deadlines.

2.8 Academic staff are provided with staff development in assessment literacy, and awareness of new ideas and techniques

2.9 Disciplinary communities of assessment practice are developed through, for example, regular

peer discussion and student involvement.

2.10 Institutional values and policies consistently support this compact, and adequate resources are provided.

3. Students will be expected to take responsibility for their own learning through:

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3.1 Actively engaging with assessment tasks, including carefully reading the guidance provided,

spending sufficient time on the task, ensuring their work is authentic and their own (whether individual or groupwork), and by handing work in on time.

3.2 Actively engaging in activities designed to develop assessment literacy, including taking the

initiative when appropriate (e.g. asking for clarification or advice). 3.3 Actively engaging with, and acting on, feedback provided. 3.4 Actively engaging in the development of assessment policy at course and programme level

through the established processes and student representative system. This Assessment Compact should be read in association with the Student Charter, which can be found at http://www.brookes.ac.uk/students/policies/charter 13/5/09

http://www.brookes.ac.uk/students/policies/charter

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APPENDIX F

Oxford Brookes University Regulations for the Foundation Degree in Policing

Authority

These regulations are made under the University’s Regulations and academic Regulations and are validated with the programme leading to the award of Foundation Degree in Policing. The University’s regulations apply and, in the event of a conflict of regulation and unless the Academic Board itself has specifically approved the variant regulation before its introduction, the University’s general Academic Regulations take precedence.

Conditions for Admission

Each application will be considered on an individual basis following the University principle of widening access to those who might not have the traditional academic entry criteria to degree level awards.

The requirement would be:

• Confirmation from Thames Valley Police (TVP) of your selection as a volunteer police officer (Special Constable) with TVP.

• Demonstration of your achievement of

Either: – a minimum of one A-level at grade C plus the equivalent of 5 GCSE passes at C grade

or above normally including Mathematics and English Language - or an equivalent vocationally related qualification such as NVQ 3 (to Merit grade) in a subject relevant to policing

Or: – a minimum of the equivalent of two years’ full-time relevant work experience and a

current role in an appropriate workplace setting – evidence of ability to study at academic level 4 – evidence of support from their employer and recommendation;

In addition: – where applicable; IELTS normally minimum level 6.0 overall with a minimum of 6.0 in the

reading and writing components. – TOEFL minimum score of 550 paper-based or 213 computer-based or 80 internet-based.

Students must be able to undertake 18 hours per month volunteering as a Special Constable whilst undertaking the Foundation Degree.

Dispensation

Exceptionally, applicants who can show that they have qualifications or experience or both that demonstrate that they have knowledge and capabilities equivalent tot hose possessed by holders of the qualifications listed above may be admitted with dispensation from the requirement to possess those qualifications.

Admission with Credit

Applicants with prior certificated or experiential learning may be admitted with credit for up to a maximum of 120 credits at level 4.

Application for the award of credit must be made in writing following discussion with the Programme Manager and the School Liaison Manager. Documentary evidence will be required in support of the application. If sufficient learning is considered to be evidenced to meet the learning outcomes of a Module (or Module), an application for credit will be made to the Examinations Committee.

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A student admitted with credit will, on admission, receive a written statement of the modifications of these Programme Regulations as they apply to him or her. The average mark of a student receiving credit will be calculated on the total number of remaining Modules for each year of study.

Duration of the Programme of Study

The programme is designed to be completed in a minimum of 2 years of full-time study or 3 years of part-time study. To qualify for the award in either mode of study the student must fulfil the conditions within a maximum of six years from initial registration.

Examination Committee

The Academic Enhancement & Standards Committee will appoint an Examination Committee each year on behalf of the Academic Board. Its constitution is as follows:

• The Dean of Department of Social Sciences or nominee (Chair)

• The Programme Manager

• Each internal examiner (Module Leader) whose Module results are being considered

• At least one External Examiner (without whom no award may be made)

• The Liaison Manager or nominee, and

if the University requests, a representative of the University’s Academic Registry

Other relevant persons may attend the meeting of the Examination Committee but such attendees are not members of the Committee and must not participate in the act of decision-making.

Duties and Powers of the Examination Committee

The Examination Committee is responsible for maintaining the academic standard of the Programme and, in particular, for the following.

• Publishing a calendar of assessment deadlines and other appropriate matters at the beginning of each academic year.

• Setting and marking such assessments as may contribute to the entitlement to progress from year one to year two, or to qualifying for the award and, exceptionally, the conduct of viva voce examinations.

• Monitoring of assessment procedures

• Compiling results and communicating them to the Academic Board, which shall have no power to alter them, save as provided for in the Regulations for the Review of and Appeals against a Decision of the Examination Committee.

Considering applications for credit and where appropriate awarding such credit.

Proceedings of the Examination Committee

The Examination Committee shall establish its own standing orders including provision for the taking of decisions between regular meetings and reporting them to the next regular meeting and, as required by the Academic Board under the University’s Academic regulations, make suitable arrangements for recording its decisions and the factors taken into account in reaching them. These records shall normally remain confidential.

Duties and Powers of the External Examiner The duties and powers of the external examiner will be in accordance with their rights and responsibilities as laid down for the time being by the Academic Regulations of the University.

Registration

A student must be registered for the following award in order to be considered by the Examination Committee:

Foundation Degree in Policing

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Conditions for the Award of the Foundation Degree in Policing

To qualify for the award of Foundation Degree in Policing a student must, within six years of first registering, achieve 120 Credits at level 4 and 120 Credits at level 5.

The award carries 120 credits at level 4 and 120 credits at level 5.

To obtain a Merit classification a student must achieve an average of 60% or more but less than 70% over the 120 graded Credits at level 5.

To obtain a Distinction classification a student must achieve an average of 70% or more over the 120 graded Credits at level 5.

Certificate of Higher Education (CertHE)

Any student wishing to be a candidate for a Certificate of Higher Education must register for the award before or during the semester in which he or she expects to complete the Programme requirements. The Certificate is not available to students intending to complete the Foundation Degree. It is only available as a final exit award.

To obtain a Certificate of Higher Education a student must achieve, within a period of three years, at least 120 Credits of which at least 90 Credits must be at Level 4.

To obtain a Merit a student must achieve an average of 60% or more but below 70% over the 120 Credits. The average will be calculated on the modules passed up to and including the semester in which the regulations for the CertHE are first satisfied.

To obtain a Distinction a student must achieve an average of 70% or more over the 120 Credits. The average will be calculated on the modules passed up to and including the semester in which the regulations for the CertHE are first satisfied.

This award carries 120 credits at level 4.

Mitigating Circumstances

The University defines mitigating circumstances as:

Mitigating circumstances are circumstances which are beyond the control of the student and which could not be reasonably accommodated by the student and which seriously impair performance in assessment.

Claims by students for mitigating circumstances will be considered using the University’s agreed procedures as detailed in the Academic Regulations.

Grades

As an indication of student progress and, in the case of pass grades, for inclusion in the final transcript, the Examination Committee shall award grades for modules according to the following scheme:

Grade % explanation

D ≥70 Distinction

M ≥60<70 Merit

P ≥40<60 Pass

R ≥30<40 Resit. Entitled to re-assessment without retaking the module

F <40 Fail. Not entitled to re-assessment without retaking the module. Either failed to achieve 30% at first attempt, or failed resit

MS ungraded An ungraded pass award by the Examination Committee in

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recognition of mitigating circumstances

DR disregard A module disregarded for assessment purposes in recognition of mitigating circumstances

The pass mark for all modules is 40%. If a module has more than one assessment, the marks awarded for each element of assessment are added together for the overall module mark.

If a module has more than one element of assessment, to obtain a Pass, a minimum of 30% must be obtained in each element of the assessment and result in an overall module mark of no less than 40%.

A student who achieves between 30 and 39% on a module will be awarded the R grade and shall be entitled to re-assessment, but will only be permitted to take up to three resits per academic year of the programme.

Re-assessment implies the re-submission of coursework or the submission of further coursework for assessment. When a specified mark must be achieved in one or more individual components these marks must be achieved to pass at re-assessment. If the Examination Committee decides that other criteria for a pass mark are to be used the student must be informed before he/she registers for re-assessment.

Only one resit or resubmission attempt is allowed for each piece of assessment for each module.

At re-assessment a maximum of 40% (P) will be awarded unless the resit is in recognition of mitigating circumstances when the student will be the highest marks obtained in either the original assessment or the re-assessment.

A student failing to achieve 30% in a module will be required to retake the module and will be awarded grades F. When retaking the module, the student is required to register to take the entire module again, for which a fee is payable, and is expected to attend all classes and to take all of the assessments involved as any other student of the module. All the marks awarded will be recorded. Students are allowed one retake attempt per module.

Progression

• The Examination Committee may require a student to withdraw who does not pass at least 45 credits in any two successive semesters of study.

• In order to proceed to level 5, a student must have achieved at least 100 Credits at level 4 and is not permitted to retake more than one module per academic year

• In order to complete satisfactorily a year of full-time study, a student: must pass at least 90 credits during the year.

• In order to complete satisfactorily a year of part-time study, a student: must pass at least 45 credits during the year.

Disability

If a student is unable, through disability, to be assessed by the normal methods, examiners may vary the methods as appropriate and in accordance with the University's procedure on the matter, bearing in mind the objectives of the programme and the need to assess the student on equal terms with other students.

Intermission

Exceptionally, and subject to the approval of the chair of the Examination Committee, a student may be permitted to suspend registration for a determined period. Normally this period should not be longer than one calendar year from the date of intermission, nor should it be so long as to require exceptional extension to the latest date for qualification of the award.

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Failure

A student who is not permitted by the Examination Committee to repeat a year or who otherwise reaches a position from which it is not possible to satisfy the conditions for the award of Foundation Degree in Policing will be so informed and will have to leave the Programme. Such a student will receive a transcript showing all the elements for which assessment has been attempted or for which credit has been has been accorded.

Certification

Upon successful completion of the programme, a certificate is awarded by Oxford Brookes University showing the title of the award, the classification and the words ‘in association with ‘City of Oxford College’

Transcripts

Upon completion of studies or when officially withdrawing from the programme, the student will receive a transcript stating (a) the award, if any, made; (b) the modules for which assessment has been attempted and the marks and grades obtained; (c) the name of City of Oxford College and (d) the language of instruction and assessment.

Reviews of and Appeals against the Examination Committee Decisions

1 Students who wish to take out a complaint or an appeal will normally do so under the complaints/appeals procedures of the College.

2 It is only when the complaint/appeals procedures at the College have been exhausted may students then refer to the committee stage of Oxford Brookes procedures except when appeals based on mitigating circumstances are heard by the College in which case the decision of the College will be final.

3 Appeals may only proceed to the University committee stage on the grounds of an administrative error, procedural irregularity or on the grounds that the decision reached by the College was a decision that no fair or reasonable person or body could have reached. The decision on the application of these criteria will be taken by the Academic Registrar’s Office at Oxford Brookes University.

Modules

A Single Module is a discrete unit of study, usually lasting one semester, in which one module credit is earned and which carries 20 credits (10 ECTS credits) at a particular level. A single module would normally require a total of 200 hours of student study time for its successful completion.

A Double Module is one for which the academic content is twice that of a single module i.e. 40 credits (20 ECTS credits) and for which twice the credit is given. A double module would normally require a total of 400 hours of student study time for its successful completion.

A Project is a detailed study of a topic of particular interest to the student, usually carried out over two semesters and assessed in the last semester.

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Appendix G Specific Regulations - Cheating All assessments are intended to determine the skills, abilities, understanding and knowledge of each of the individual students undertaking the assessment. Cheating is defined as obtaining or attempting to obtain an unfair academic advantage. Cheating or assisting someone else to cheat (including attempting to assist someone else to cheat) may be subject to disciplinary action in accordance with the University's Disciplinary Procedure. The University takes this issue very seriously and students have been expelled or had their degrees withheld for cheating in assessments. If you are having difficulty with your work it is important to seek help from your tutor rather than be tempted to use unfair means to gain marks. Do not risk losing your degree and all the work you have done. The University defines a number of different forms of cheating, although any form of cheating is strictly forbidden not only those listed below. These are:

• Submitting other people's work as your own – either with or without their knowledge. This includes copying in examinations; using notes or unauthorised materials in examinations; submitting work you have paid for as your own; impersonation – taking an assessment on behalf of or pretending to be another student, or allowing another person to take an assessment on your behalf or pretend to be you.

• Plagiarism – taking or using another person's thoughts, writings or inventions as your own. To avoid plagiarism you must make sure that quotations from whatever source are clearly identified and attributed at the point where they occur in the text of your work by using one of the standard conventions for referencing. The Library has a leaflet about how to reference your work correctly and your tutor can also help you. It is not enough just to list sources in a bibliography at the end of your essay or dissertation if you do not acknowledge the actual quotations in the text. Neither is it acceptable to change some of the words or the order of sentences if, by failing to acknowledge the source properly, you give the impression that it is your own work.

• Collusion – except where written instructions specify that work for assessment may be produced jointly and submitted as the work of more than one student, you must not collude with others to produce a piece of work jointly, copy or share another student's work or lend your work to another student in the reasonable knowledge that some or all of it will be copied.

• Duplication – submitting work for assessment that is the same as, or broadly similar to, work submitted earlier for academic credit, without acknowledgement of the previous submission.

• Falsification – the invention of data, its alteration, its copying from any other source, or otherwise obtaining it by unfair means, or inventing quotations and/or references.

• Custom Writing Services – this includes the use of any service which produces custom materials for a fee or other benefit. The University may consider any request placed with any form of custom writing service to be a form of cheating, whatever use is then made of the material produced, and therefore to be an offence under the Student Conduct Regulations. This extends to include any request for any piece of work (either formative or summative assessment or work which is not linked to any form of assessment or credit-bearing element of your programme) including, but not limited to, essays and dissertations (including outlines and guides), reports, exam notes, proposals, posters, presentations, the editing or improvement of existing work, statistical services and computing services including programme and code development.

Matthew Andrews Academic Registrar June 2011

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APPENDIX H Programme Specification

Programme Specification Foundation Degree Policing

Valid from: 2012 Faculty of Humanities and Social Sciences City of Oxford College Thames Valley Police

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SECTION 1: GENERAL INFORMATION Awarding body:

Oxford Brookes University

Teaching institution and location:

Activate learning – City of Oxford College Oxpens Road Oxford OX1 1SA

Final award:

Foundation Degree (Arts)

Programme title:

Policing

Interim exit awards and award titles:

Certificate of Higher Education in Policing

Brookes course code:

CV14

UCAS/UKPASS code:

N225 FdA/POL

JACS code:

L435

Mode of delivery:

Face-to-face

Mode/s of study:

Full-time

Language of study:

English

Relevant QAA subject benchmark statement/s:

QAA Foundation Degree Qualification Benchmark

External accreditation/recognition: (applicable to programmes with professional body approval)

The FdA Policing curriculum is mapped against the National Occupational Standards and includes the content of 10 units of the City & Guilds Award Diploma in Policing and the pre-join curriculum ( College of Policing ). There is therefore national recognition for the FdA Policing qualification.

Faculty managing the programme:

Faculty of Humanities and Social Sciences

Date of production (or most recent revision) of specification:

May 2014

SECTION 2: OVERVIEW AND PROGRAMME AIMS 2.1 Rationale for and distinctiveness of the programme The Foundation Degree in Policing is designed to prepare students for a career in policing and to help to shape the future of the police force. The programme provides an opportunity to acquire the knowledge and understanding of what it means to police our communities and practice policing alongside regular police officers and police tutors. The programme covers the whole range of topics covered by regular police officers’ training while ensuring fields are covered in depth as well as breadth. Delivery, assessment and evaluation will be shared by all partners to this programme. In practice each student is allocated their own specific tutor from Thames Valley Police during the practice placement periods as well as supported by the college module leader. The practice placements provide opportunities for students to develop their competence from a level of being deemed fit for accompanied patrol to one where the student becomes fit for independent patrol.

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Students on the programme will be attested as Special Constables prior to practice placement. Once attested students hold statutory powers of Special Constable and following the first practice placement are able to patrol in a voluntary capacity as a Special Constable. In addition to specific blocked practice placement, community placements for students are arranged in specific modules of the course so students experience a wide variety of community settings. Students will have agreed with TVP to undertake a minimum of 18 hours per month as Special Constables during the length of the course. However, students are encouraged to set up a pattern of around a shift per week (with exception of periods of preparing for assignments). The experience, personal and professional development a student acquires during the voluntary work as a Special Constable is captured and given academic credit through the Work Related Learning module. Students who successfully complete the FdA Policing will be eligible to apply for national regular police qualification. Credit is awarded for the FdA Policing which incorporates the content of the ‘Diploma in Policing’. As such, students who are successful on the FdA Policing and apply for regular police training are eligible for a shortened programme. The College of Policing have stated that in the future the knowledge element of a new ‘Police Initial Qualification’ (PIQ) (level 3) will replace the current Diploma and be the minimum standard required of a new police officer on successful completion of his/her initial training. The FdA Policing programme far exceeds the PIQ for both knowledge and skills. The programme is based on three important principles: equality and diversity, communication and professional practice. These principles and the identified competences of policing are shared with other professional groups such as nurses, social care professionals and paramedics. For this reason the progression routes for students on this programme have focussed on these professions. 2.2 Aim of the programme The aim of the programme is to ensure that students are competent individuals with proficient knowledge in the discipline and professional skills for a career in policing or a field that serves the interests of the community. SECTION 3: PROGRAMME LEARNING OUTCOMES Students on the programme will be able to: Knowledge, understanding and skills: 3.1 Academic literacy

3.2 Demonstrate an ability to work within the legal framework which the police operate in and apply knowledge of the law and operations appropriately

3.3 Apply knowledge of recognising and using evidence and procedures appropriately in order to carryout policing activities

3.4 Research literacy

3.5 Make critical use of appropriate studies and challenge the findings of reports as well as have an ability to present conflicting perspectives on issues and offer possible solutions

3.6 Analyse and propose solutions to common policing activities in the areas of investigation, intelligence, response and community policing supported by appropriate sources

3.7 Critical self-awareness and personal literacy

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3.8 Critically evaluate current policies and procedures within which police operate in order to improve future practice

3.9 Digital and information literacy

3.10 Demonstrate an ability to access a wide range of appropriate source materials through relevant scholarly and professional databases, libraries, and other resources

3.11 Communicate effectively using a range of technologies, appropriate protocols and channels with a wide range of audiences

3.12 Global citizenship

3.13 Demonstrate an understanding of the impact of policing in a cultural context and the importance of working with and for the community, society and globally

SECTION 4: PROGRAMME STRUCTURE AND CURRICULUM 4.1 Programme structure and requirements: Code Module Credits Level Status 101 Developing Skills for Learning

10 4 Compulsory

102 Introduction to Operational Policing

20 4 Compulsory

103 Legal Framework

20 4 Compulsory

104 Equality & Diversity

10 4 Compulsory

105 Introduction to Response & Investigation

20 4 Compulsory

106 Practice Placement 1

20 4 Compulsory

107 Policing in the Community

20

4 Compulsory

201 Critical Skills 20

5 Compulsory

202 Applied Investigations

20

5 Compulsory

203 Applied Operational Policing

20 5 Compulsory

204 Work Related Learning, personal and professional development

20

5 Compulsory

205 Criminal Justice and Social Context

20

5 Compulsory

206 Practice Placement 2

20

5 Compulsory

4.2 Professional requirements There are no specific areas of the programme that are necessary for professional accreditation. However, the content of the modules comply with the Pre-Join curriculum areas which need to be covered prior to going to practice placement as specified by the College of Policing.

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SECTION 5: PROGRAMME DELIVERY 5.1 Teaching, Learning and Assessment The FdA Policing programme provides opportunities for students to achieve the learning outcomes using a range of different learning experiences. Students will be able to develop knowledge, skills and confidence in their capabilities throughout the two years. The practice placements which account for 20% of the course will introduce students to a new institution and offer valuable insight into the potential future employer and/or areas in which the student may develop an interest and wish to progress further. The team that deliver the programme are from City of Oxford College, Oxford Brookes University and TVP. The programme has been developed in close collaboration with the three partners and the implementation and delivery involves the team working together for teaching, assessment and evaluation and feedback. At induction onto the course, and prior to placement, students will meet TVP colleagues who they will work alongside during practice. In addition, many of the planned workshops and seminars involve team-teaching and many will use role play, scenarios and opportunities to practice skills in a safe environment with peers. Students are supported in their learning attainment by police tutors (in practice placement) as well as college tutors and mentors. From the very onset of the course students will be given access to three virtual learning environments: City of Oxford College, Brookes and TVP. The Induction period and information provided to students will give a clear outline about the IT facilities, how to access them, and using them to their full potential. The practice placement follows a normal shift pattern which can be on average a 9 to 10 hour shift. The shift periods will alter according to the TVP needs and it can be an evening or night shift. Where possible, shifts will be managed so as not to impact on the students’ well-being. Following the first practice placement the students will undertake a minimum of 18 hours per month as a volunteer as a Special Constable. Students will be encouraged to set up a regular pattern of about one shift per week. Working closely with TVP, the students on the FdA Policing will be allocated to shifts and work that exposes them to events and incidences that progress their learning and development. The module assessments have been designed to assist in the building of skills offering formative before summative assignments. There will be a schedule for each student that provides the opportunities to demonstrate their knowledge and skills. The module assignments prior to practice will require students to demonstrate a thorough grasp of the knowledge which is essential in order to practice safely and develop competence. The assessments including the Practice Placement and the Work Related Learning modules are designed to demonstrate attainment of the learning outcomes to level 5 of the FHEQ in line with the QAA Foundation Degree qualification benchmark. The table below gives an indication of how the teaching and learning experiences enable the students to meet the programme learning outcomes and develop the graduate attributes: Graduate Attribute Teaching and Learning methods Academic literacy

Academic literacy is developed throughout the two year programme beginning with self-awareness of one’s own learning styles, strengths and areas for development which begins with Module 101. This module focuses on developing the skill of learning to become self-sufficient in attaining personal and academic literacy. The modules in year one present students with access to the information they will require to practically undertake their role. This is particularly apparent in modules in operational policing and introduction to investigation and response. By year two students are guided to explore more widely and in greater depth to provide evidence for their practice. This is evident in the applied modules and followed through in the assessment of the practice placement work book and case studies.

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Assessments use a case study approach so that students can demonstrate the application of theoretical concepts to the practice setting.

Research literacy

Following on from Module 101 where students are introduced to study and academic skills the critical skills module 201 begins to consolidate research skills. In the second year, in modules such as Applied Investigation, students are able to show the knowledge and skills required to undertake analytical research and the skills necessary to appraise evidence. The assessments focus on the demonstration of the application of evidence underpinning practice.


Critical self-awareness is developed as the first year progresses and students examine the concepts of critical skills in module 201, Critical Skills. The Work Related Learning module enables the student to reflect on the whole of the programme and their journey of development in relation to their competencies. In addition it enables them to consider their personal development helping to prepare for a career in policing and employment with TVP and beyond.


An e-learning course introduces the students to the TVP IT system and the VLE. This VLE chiefly provides online resources to support the knowledge base of the programme modules. The City of Oxford College VLE also supports with online resources and is the portal for submission of assignments. Access and engagement with online resources is required in several of the modules and digital information and literacy is assessed in some modules including 201, 105 and 106.

Global Citizenship

A main strand of the programme is a fundamental principle of upholding human rights, equality and diversity. The course begins with the ethics, standards and professional behaviour and practice of modern policing. This theme runs throughout the whole programme. Every module addresses the premise of fairness, advancing equality and embracing diversity. The community in policing module instils the notion of the police working in and with the community. The concept of global citizenship is explored and further developed as part of the practice placement modules. Assessment involves case studies which specifically demonstrate working within the wider community. Students are able to develop a greater awareness of the impact of their actions on the community and the independent study module acknowledges their contribution to voluntary work-based learning.

5.2 Assessment regulations The programme conforms to the Foundation Degree Regulations of Oxford Brookes University.

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SECTION 6: ADMISSIONS 6.1 Entry criteria Each application will be considered on an individual basis following the University principle of widening access to those who might not have the traditional academic entry criteria to degree level awards. The requirement would be:

• Confirmation from Thames Valley Police (TVP) of your selection as a volunteer police officer (Special Constable) with TVP.

• Demonstration of your achievement of

Either: – a minimum of one A-level at grade C plus the equivalent of 5 GCSE passes at C grade

or above normally including Mathematics and English Language - or an equivalent vocationally related qualification such as NVQ 3 (to Merit grade) in a subject relevant to policing

Or: – a minimum of the equivalent of two years’ full-time relevant work experience and a

current role in an appropriate workplace setting – evidence of ability to study at academic level 4 – evidence of support from their employer and recommendation;

In addition: – where applicable; IELTS normally minimum level 6.0 overall with a minimum of 6.0 in the

reading and writing components. – TOEFL minimum score of 550 paper-based or 213 computer-based or 80 internet-based.

Students must be able to undertake 18 hours per month volunteering as a Special Constable whilst undertaking the Foundation Degree.

6.2 DBS checks DBS checks are undertaken by Thames Valley Police during the recruitment process. Further vetting of the applicants is also undertaken by TVP. SECTION 7: STUDENT SUPPORT AND GUIDANCE There are a range of sources of help and advice for students on the FdA Policing, for example:

• Induction: the initial week at college includes going through the course handbook and programme structure with students including timetabling and venues. Students will undertake a student learning agreement and fully understand the requirements for successful completion of this course. During Induction students meet the course team, City of Oxford College , Oxford Brookes staff and TVP. In addition to getting to know the venues at City of Oxford College , their library and student support facilities, students will visit Oxford Brookes University including the library and the Sports Hall where teaching such as Safety Officer Training will take place. Student welfare will be discussed including health and safety and students will be made aware of facilities and services for student information, guidance, support and wellbeing.

• Students will receive a Programme Handbook and also an HE Student Handbook from City of Oxford College

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Student support services include;

• Field Chairs, Academic Advisors, personal tutors and police tutors for placements • Central support services • Study skills development/support • Careers Centre

SECTION 8: GRADUATE EMPLOYABILITY The Foundation Degree in Policing will equip Special Constables with the theoretical understanding and the practical expertise needed to undertake the role. The programme will assist students who intend to apply for the national regular police training and wish to make a career in policing in the preparation for that application. The assessment of the year two module in critical skills provides an opportunity for students to focus and present a topic in an area of interest which will assist their progression within the police force. Students who are successful on the FdA Policing and apply for regular police training are eligible for a shortened programme. The course will emphasise the importance of good neighbourhood policing and building strong relationships with members of the community. The programme includes modules which cover a wide range of services within the community and practice placements are arranged as part of the Community Policing module. These experiences and insights to other organisations advance the chances of students who may wish to work in the community in a role other than policing. After the two year programme students who have completed the FdA policing may apply to complete a third year Honours Degree. This could be at another Higher Education institution or at Oxford Brookes University when the third year is validated . SECTION 9: LINKS WITH EMPLOYERS Students studying on the FdA Policing have a number of possibilities to link with employers, examples include:

• Working with Thames Valley Police in practice placements and during shift work as Special

Constables • Community placements arranged as part of the Policing in the Community module • Visiting speakers from TVP, Metropolitan police and other police forces • Shared practice scenarios with other Foundation Degree students from other disciplines

accompanied by tutors from other professional fields such as social work and nursing. SECTION 10: QUALITY MANAGEMENT 10.1 Indicators of quality/methods for evaluating the quality of provision Methods for evaluating the quality of provision include:

• External Examiner

The External Examiner for FdA Policing is an experienced lecturer in Policing at another University. The external examiner will approve draft assignments and examinations, moderate a sample of assessed student work, attend the examination committee for the FdA Policing and submit an annual report.

• Annual and Periodic review

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The FdA Policing will undergo an annual review including all parties in the collaboration of this programme. The Foundation Degree in Policing Programme Committee will be responsible for all academic and administrative aspects of the teaching of the subject, the smooth running and monitoring of the course, and the instigation and organisation of any changes in course structure or teaching methods. The Committee will meet at least twice a semester to deal with matters of day to day running of the course. Special meetings will be called to consider the Annual Review each autumn, to conduct the Periodic Review every six years, or for other business of particular importance.

• Student surveys and feedback

At the end of each module students will be asked for their feedback and provided with a questionnaire to comment on their experience of the module as well as the programme in its entirety. The reports and any issues students raise can be discussed by staff and student representatives at one of the Programme Committee meetings. Students are encouraged to complete any other student satisfaction surveys from Brookes and City of Oxford College

• Employer/other stakeholder engagement

Currently both Oxford Brookes and Activate Learning - City of Oxford College are part of the TVP Higher Education Partnership Strategic Committee and a TVP Higher Education Partnership Steering Committee. The committees discuss issues of employer contribution, progression of students and employment opportunities from a strategic and operational perspective.

• Student Representation on the Programme Committee

Membership of the Programme Committee will consist of all FdA Policing staff, the Student Support Coordinator, the Subject Librarian and student representatives from each year of students. Student representation on the Programme Committee is important, enabling student views to be voiced and allowing staff to canvas student opinion on proposals. A call for volunteers and nominations will take place early in the autumn term.

Programme handbook version 2014 15 date 20141125

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Transcript of Programme handbook version 2014 15 date 20141125