Qualification Handbook. Knowledge of Policing

Transcription

1 Qualification Handbook Knowledge of Policing

2 Qualification Handbook SFJ Awards Level 3 Certificate in Knowledge of Policing (QCF) Qualification No: 600/6610/6 Version 2.1 July

3 Contents 1 Introduction 1.1 About us 1.2 Customer Service Charter 1.3 Centre Support 2 The Qualification 2.1 Overall Objective for the Qualification 2.2 Pre-entry Requirements 2.3 Unit Content and Rules of Combination 2.4 Age Restriction 2.5 Opportunities for Progression 2.6 Exemption 2.7 Credit Transfer 3 Centre Requirements 4 Assessment 4.1 Assessment of the Level 3 Certificate in Knowledge of Policing 4.2 Assessors 4.3 Internal Quality Assurance 4.4 Expert Witnesses 4.5 Use of Languages 4.6 Simulations 4.7 External Quality Assurance 5 Qualification Units Version 2.1 July

4 1 Introduction 1.1 About us SFJ Awards is part of the Skills for Justice Group. For the last 10 years Skills for Justice has been working with employers, Governments of the UK and agencies within the skills system, to better equip workforces with the right skills now and for the future. During this time Skills for Justice has earned an enviable reputation for its knowledge of the sector and its proactive approach to the development of skills and qualifications, along with an ability to deliver genuinely workable solutions for the employers it represents. SFJ Awards is an awarding organisation that builds upon this reputation, and understands the specific challenges facing the Policing, Community Safety, Legal and Armed Forces sectors, enabling us to quality assure learning outcomes that are suited to the needs of the sectors. Customer satisfaction is the cornerstone of our organisation, and is delivered through an efficient, customer-led service, providing excellent value for money. 1.2 Customer Service Charter Our Customer Service Charter is published on SFJ Awards website giving the minimum level of service that Centres can expect. The Charter will be reviewed annually and revised as necessary in response to customer feedback, changes in legislation, and guidance from the qualifications Regulators. 1.3 Centre Support SFJ Awards works in partnership with its customers. For help or advice contact: SFJ Awards Distington House Atlas Way Sheffield S4 7QQ Tel: Fax: Website: Version 2.1 July

5 2 The Qualification This handbook relates to the following qualification: Level 3 Certificate in Knowledge of Policing 2.1 Overall Objective for the Qualification The objective of the qualification is to prepare the individual for further learning and training, and to develop their knowledge and understanding of policing practice. The qualification recognises the knowledge and understanding required for competence, but does not provide the competences themselves. The qualification is suitable for those interested in a future career in policing for roles such as Special Constables, PCSOs and Police Constables. It also supports progression into the Level 3 Diploma in Policing. It covers areas such as supporting law enforcement objectives, providing an initial response to incidents and dealing with members of the public. 2.2 Pre-entry Requirements There are no pre-entry requirements for enrolling to complete this qualification. 2.3 Unit Content and Rules of Combination Level 3 Certificate in Knowledge of Policing This qualification comprises 10 units (see table below), all of which must be completed to achieve a total of 23 credits. Unit Reference Number Unit Title QCF Level Credit Value Y/503/6540 Knowledge of providing initial support to victims and witnesses within a policing context 3 1 D/503/6541 H/503/6542 Knowledge of gathering and submitting information to support law enforcement objectives within a policing context Knowledge of providing an initial response to incidents within a policing context Version 2.1 July

6 F/503/6967 Knowledge of arresting, detaining and reporting individuals within a policing context 3 3 T/503/6545 Knowledge of conducting priority and volume investigations within a policing context 4 4 A/503/6546 Knowledge of interviewing victims and witnesses within a policing context 4 3 F/503/6547 L/503/6549 Knowledge of interviewing suspects in relation to priority and volume investigations within a policing context Knowledge of searching individuals within a policing context F/503/6550 Knowledge of searching vehicles, premises and open spaces within a policing context 3 2 Y/503/6554 Knowledge of managing conflict within a policing context 3 2 The detailed content of each of the units in the above qualification is provided in Section Age Restriction This qualification is available to learners aged 18 years and over. 2.5 Opportunities for Progression This qualification offers progression into other Policing qualifications, for example: Level 3 Certificate in Policing Level 3 Diploma in Policing The qualification also provides the knowledge and understanding relevant to roles such as Special Constables, PCSOs and Police Constables. 2.6 Exemption No exemptions have been identified. Version 2.1 July

7 2.7 Credit Transfer Credits from identical QCF units that have already been achieved by the learner may be transferred. Version 2.1 July

8 3 Centre Requirements Centres offering this qualification must have approval from SFJ Awards. The Assessment Centre must: ensure that there are a sufficient number of people trained or qualified to assess the number of Learners they anticipate to register and qualify provide quality assured training for those people identified as being responsible for assessing Learners have quality assurance systems and Internal Quality Assurers in place to ensure that all assessments are valid, reliable, authentic and sufficient provide quality assured training for those people identified as being responsible for internal quality assurance that meets the requirements SFJ Awards ensure that there is a system of standardisation in place to ensure that all assessments are consistent and fair ensure that those undertaking the roles of quality assurance and assessment maintain their skills, knowledge comply with the requirements of SFJ Awards and the qualifications Regulators. The assessment of this qualification must follow the Skills for Justice assessment strategy for assessors and those conducting internal quality assurance (verification). Since this is a knowledge based qualification SFJ Awards also require Centres to: carry out summative assessments using scenarios in controlled conditions with no access to external material enable learners to demonstrate their knowledge against all of the learning outcomes specified in the qualification 1 ensure that learners undertake all of the formal assessment within the timescales of the course use professional discussion to assess knowledge and understanding where learners are not meeting the assessment criteria, and keep a record of the reasons and outcomes of such discussions These requirements fall within the necessary steps to ensure that assessment methods are valid, reliable and can be authenticated as the learners own work. 1 This can be achieved over a series of controlled assessments rather than as a single final exam Version 2.1 July

9 4 Assessment and Delivery 4.1 Assessment of the Level 3 Certificate in Knowledge of Policing The Level 3 Certificate in Knowledge of Policing is a knowledge based qualification made up of knowledge based units. Skills for Justice, the Sector Skills Council, have stipulated that assessment of the units must be shown through one or more of the following: timed essay written test multiple choice questions scenario based demonstrations (in a classroom or other learning environment) other (as agreed by Skills for Justice, the NPIA and SFJ Awards) The focus of assessment needs to be on the achievement of the assessment criteria in each of the units and must be evidenced in some way through the methods listed above. These assessment methods offer the opportunity to collect evidence of knowledge and understanding using a variety of means. Where other methods are used, these must not jeopardise the validity, reliability and authenticity of the evidence, for this reason, other methods than those listed above must be agreed with SFJ Awards. It is important to note that assessment of knowledge is not just about the ability to recall data and information, but extends to understanding. An appropriate blend of assessment methods is likely to attain greater accuracy when measuring a learners understanding, i.e. some learners may perform better orally than in writing. Therefore, SFJ Awards recommend that assessment of the knowledge and understanding within each unit of assessment should be shown through more than one method of assessment. Those involved in the delivery of this qualification must be confident that the work they assess is the learners own work. This does not mean that the learner must be supervised at all times, but it does mean that sufficient checks and supervision takes place to ensure the authenticity of the learner s work. Learners must not plagiarise in an attempt to complete the qualification. Plagiarism is the submission of another s work (or parts of another s work) as one s own, without acknowledging the source correctly. Plagiarism is a form of malpractice and could lead to the learner being disqualified. It should be noted that plagiarism can sometimes occur innocently, in cases where learners are unaware of the need to reference source materials. It is therefore important that centres ensure learners understand that the work they submit must be their own, and that they also understand the meaning of plagiarism and what penalties may be applied. Version 2.1 July

10 4.2 Assessors All assessors must: 1. be occupationally competent. This means that each assessor must, according to current sector practice, be competent in the functions covered by the units they are assessing. They will have gained their occupational competence working within the Justice and Community Safety sector or within an appropriate occupational sector. They are not required to occupy a position in the organisation more senior than that of the Learner they are assessing. However, Centres must be alert to the risks that all such arrangements could present and ensure that sufficient quality controls are in place through the internal quality assurance process to minimise the possibility of collusion between Learners and assessors 2. be able to demonstrate consistent application of the skills and the current supporting knowledge and understanding in the context of a recent role directly related to the qualification units they are assessing as a practitioner, trainer or manager 3. be familiar with the qualification units; and must be able to interpret and make judgements on current working practices and technologies within the area of work 4. maintain their occupational competence by actively engaging in continuous professional development activities in order to keep up-to-date with developments relating to the changes taking place in the Justice and Community Safety sector. These activities may include those offered by the Awarding Organisation, Skills for Justice or other relevant providers in the sector 5. Assessors must be appropriately qualified or be able to prove equivalent competence as specified in the SSC Assessment Strategy 6. Approved Centres will be required to provide SFJ Awards with current evidence of how each assessor meets these requirements; for example certificates of achievement, testimonials, references or any other relevant records. 4.3 Internal Quality Assurance All Internal Quality Assurers must: 1. be occupationally knowledgeable across the range of units for which they are responsible prior to commencing the role. Due to the risk-critical nature of the work and the legal implications of the assessment process, they must understand the nature and context of the assessors work and that of their Learners. This means that they must have worked closely with staff that carry out the functions covered by this qualification, possibly by training or supervising them, and have sufficient knowledge of these functions to be able to offer credible advice on the interpretation of the standards. Those conducting internal quality assurance must also sample the assessment process and resolve differences and conflicts on assessment decisions 2. understand the content, structure and assessment requirements for the qualification they are quality assuring 3. maintain their occupational competence by actively engaging in continuous professional development activities in order to keep up-to-date with developments relating to the changes taking place in the Justice and Community Safety sector. These activities may Version 2.1 July

11 include those offered by the SFJ Awards, Skills for Justice or other relevant providers in the sector 4. Those responsible for internal quality assurance (IQAs) must be appropriately qualified or be able to prove equivalent competence as specified in the SSC Assessment Strategy 5. occupy a position in the organisation that gives them the authority and resources to coordinate the work of assessors, provide authoritative advice, call meetings as appropriate, visit and observe assessment practice, and carry out all the other important roles of internal quality assurance 6. have an appropriate induction to Justice and Community Safety qualifications that they are quality assuring, provided to them by the Centre, and have access to ongoing training and updates on current issues relevant to these qualifications. Information on the induction and continuing professional development of carrying out internal quality assurance must be made available to the Awarding Organisation through its external quality assurance process 4.4 The Expert Witnesses When using Expert Witnesses as a source of evidence, Expert Witnesses must: 1. be occupationally competent. This means that each Expert Witness must, according to current sector practice, be competent in the functions covered by the units to which they are contributing. They will have gained their occupational competence working within the Justice and Community Safety sector or within an appropriate occupational sector 2. be able to demonstrate consistent application of the skills and the current supporting knowledge and understanding in the context of a recent role directly related to the qualification unit that they are witnessing as a practitioner, trainer or manager 3. be familiar with the qualification unit; and must be able to interpret current working practices and technologies within the area of work. 4.5 Use of languages SFJ Awards conducts its business activities in English and the qualification handbook for this qualification is provided in English. The SFJ Awards policy on the use of languages (Welsh and Irish) is available on the website. SFJ Awards will provide assessment materials and qualification handbooks expressed in English. If there is sufficient demand; in Wales materials will be provided in English and Welsh or Welsh. In Northern Ireland assessment materials will be provided in English and Irish. For vocational qualifications SFJ Awards will support the assessment of Learners in Irish or Welsh provided that sufficient notice is given to ensure that an assessment in a language other that English is comparable. SFJ Awards carries out its business activities in English and may employ the services of a translator for quality assurance purposes. Reasonable adjustments may be made by carrying out the assessment in British or Irish Sign Language. Version 2.1 July

12 The qualification handbook for this qualification is currently available in English. 4.6 Simulations Assessment in a simulated environment should only be used in the following circumstances: 1. where evidence in the workplace will not be demonstrated within an acceptable time frame 2. where the nature of the work activity presents high risk or danger to the Learner and others, for example, personal safety. Simulations must be agreed between SFJ Awards and the Centre contact from the Assessment Centre prior to use. All simulations should follow these basic principles: 1. a Centre s overall strategy for simulation must be agreed and approved by SFJ Awards 2. the nature of the contingency and the physical environment for the simulation must be realistic and Learners should be given no indication as to exactly what contingencies they may come across 3. where simulations are used they must reflect the requirements of the qualification units 4. the location and environment of simulation must be agreed between SFJ Awards and the Centre contact prior to it taking place 5. all simulations must be planned, developed and documented by the Centre in a way that ensures the simulation correctly reflects what the specific qualification unit seeks to assess and all simulations should follow these documented plans 6. There should be a range of simulations to cover the same aspect of a unit so that the risk of Learners successfully colluding is reduced. 4.7 External Quality Assurance The monitoring and standardisation of assessment decisions will be achieved by robust and strong Centre monitoring and quality assurance according to SFJ Awards requirements. The mechanisms required to achieve these requirements are outlined in Ofqual s Regulatory arrangements for the Qualifications and Credit Framework. In addition to the Regulator s requirements, SFJ Awards will evaluate all external quality assurance reports and other data relating to the Centre and any risks relating to quality control will be identified and addressed. External quality assurers (EQA) will be appointed by SFJ Awards to approve centres and to monitor the assessment and internal quality assurance carried out by centres. External quality assurance is carried out to ensure that there is validity, reliability and good practice in centres. To carry out their quality assurance role, quality assurance staff must have appropriate occupational and verifying knowledge and expertise. SFJ Awards quality assurance staff will attend training and development designed to keep them up-to-date, to facilitate standardisation between staff and share good practice. Version 2.1 July

13 5 Qualification Units Title: Knowledge of providing initial support to victims and witnesses within a policing context Level: 3 Credit Value: 1 Learning Outcomes The learner will: 1. Understand the factors that affect victims and witnesses and impact on their need for support Assessment Criteria The learner can: 1.1 Describe how crime impacts on victims and witnesses 1.2 Explain the reasons why it is important to recognise and address the needs of victims and witnesses 1.3 Identify the range of needs that victims and witnesses (including those who are particularly vulnerable e.g. victims of domestic abuse and children) may have, and the ways in which they can be addressed 1.4 Explain why it is important to involve those with parental responsibility when working with children affected by crime or anti-social behaviour 1.5 Describe how to use relevant legislation, guidelines of good practice, charters and service standards to benefit and protect victims and witnesses 1.6 Identify appropriate sources of advice and support to meet an individual s needs Additional Information about the unit Unit aim(s) This unit is about providing initial support to those affected by offending or anti-social behaviour (victims and witnesses). This initial support may be practical (e.g. relating to safety and security, compensation claims, paperwork) or emotional (e.g. listening, reassurance). The learner must be able to identify how to assess the individual s need for further support, and identify and discuss possible sources of such support. Of key importance throughout is the ability to outline how to communicate effectively to encourage individuals to express their own feelings and needs. Version 2.1 July

14 and relevant national occupational standards (if appropriate) and other standards or curricula (if appropriate) Assessment requirements specified by a sector or regulatory body (if appropriate) Unit BE2, AA1, AB1, AE1, AF1, CA1, CJ101 IPLDP IND06 - Assess the Needs of Individuals and Provide Advice and Support This unit refers to the relevant legislation under the law in England and Wales, applicable to a given situation. The list of legislation required to be understood by learners can be found accompanying these QCF units in the document Pre-Join Curriculum Overview. Evidence of the knowledge and understanding within the unit must be shown through one or more of: timed essay written test multi-choice questions scenario based demonstrations (in a classroom or other environment) other (as agreed by Skills for Justice, the NPIA and the relevant Awarding Organisation) Endorsement of the unit by a sector or other appropriate body (if required) Delivery This unit is endorsed by Skills for Justice, the Sector Skills Council for Justice Since the unit is intended to provide knowledge and understanding necessary for the workplace, SFJ Awards recommends that teaching content includes reference to real work and work based contact. GLH 4 Version 2.1 July

15 Title: Knowledge of gathering and submitting information to support law enforcement objectives within a policing context Level: 3 Credit Value: 1 Learning Outcomes The learner will: 1. Understand relevant legal and Service requirements related to gathering and submitting information Additional Information about the unit Assessment Criteria The learner can: 1.1 Describe the application of legislation, national policies, procedures, codes of practice and/or guidelines that relate to: gathering, submitting, retaining, recording and disseminating information race, diversity and human rights health and safety disseminating and disclosing confidential information and contacts 1.2 Identify the types and sources of information that have the potential to support law enforcement objectives 1.3 Explain how information and sources of information are graded for intelligence value 1.4 Describe the National Intelligence Model or a model relevant to their organisation and explain how it fits within their organisation 1.5 Explain the importance of maintaining the security, integrity and continuity of information and sources, and how this is achieved for information assurance purposes 1.6 Define how to distinguish between information and evidence, and the procedures to follow for each 1.7 Identify ethical and lawful methods to gather information to ensure that its security, integrity and confidentiality is maintained Unit aim(s) This unit is about gathering information which has the potential to become intelligence, and which is therefore likely to assist and support law enforcement objectives. The learner will need to be able to explain how to work in accordance with the requirements of the National Intelligence Model used in their organisation (for example, National Intelligence Model for policing). They must be able to explain how to identify information that has the potential to become intelligence from a variety of situations and sources (human and technical), and describe how to conduct an initial assessment and grading of that information. Version 2.1 July

16 and relevant national occupational standards (if appropriate) and other standards or curricula (if appropriate) Unit CB1, AA1, AB1, AE1, AF1, CA1, CI101 Pre-Join Curriculum and IPLDP OP2 Obtain, Evaluate and Submit Information to Support Local Priorities This unit refers to the relevant legislation under the law in England and Wales, applicable to a given situation. The list of legislation required to be understood by learners can be found accompanying these QCF units in the document Pre-Join Curriculum Overview. Assessment requirements specified by a sector or regulatory body (if appropriate) Evidence of the knowledge and understanding within the unit must be shown through one or more of: timed essay written test multi-choice questions scenario based demonstrations (in a classroom or other environment) other (as agreed by Skills for Justice, the NPIA and the relevant Awarding Organisation) Endorsement of the unit by a sector or other appropriate body (if required) Delivery This unit is endorsed by Skills for Justice, the Sector Skills Council for Justice Since the unit is intended to provide knowledge and understanding necessary for the workplace, SFJ Awards recommends that teaching content includes reference to real work and work based contact. GLH 4 Version 2.1 July

17 Title: Knowledge of providing an initial response to incidents within a policing context Level: 3 Credit Value: 2 Learning Outcomes The learner will: 1. Understand relevant legal and Service requirements for responding to an incident 2. Understand how to gather information and plan a response to an incident Assessment Criteria The learner can: 1.1 Identify the relevant legislation, policy and guidelines relating to given incidents, whether crime, non-crime or road policing 1.2 Describe the application (models, methods and processes) of relevant legislation, policy and guidelines relating to given incidents, whether crime, non-crime or road policing 1.3 In the context of a policing response to incidences, identify the legislation, national policies, procedures, codes of practice and/or guidelines that relate to: race, diversity, human rights health and safety (self and others) working with vulnerable groups 1.4 Explain why it is important to provide an initial response to incidents in accordance with relevant legal and organisational requirements 1.5 Outline the different types of incident for which an initial response is required, explaining the different procedures for response 2.1 Explain how to establish the nature of incidents based on an assessment of available information 2.2 Explain how to obtain any necessary additional information to inform the nature of response to an incident 2.3 Explain how incidents are prioritised 2.4 Explain how a response to incidents is planned, in accordance with the nature of the incident, including: protecting the scene of the incident preserving evidence 2.5 Explain how to respond to incidents to ensure that they: act in a way that values people as individuals use law enforcement actions Version 2.1 July

18 proportionately, recording actions correctly, within agreed timescales Additional Information about the unit Unit aim(s) and relevant national occupational standards (if appropriate) and other standards or curricula (if appropriate) Assessment requirements specified by a sector or regulatory body (if appropriate) This unit covers providing an initial response to incidents, including: crime, non-crime and traffic incidents. The learner will need to describe how to gather information on the incident, establish the nature of the incident, and plan their actions accordingly. In the case of a major or critical incident, when first on the scene, they will need to be able to outline how to take control of the incident until relieved by the appropriate person. Unit CD1, AA1, AB1, AE1, AF1, CA1, CI101 IPLDP OP3 Respond to Incidents, Conduct and Evaluate Investigations This unit refers to the relevant legislation under the law in England and Wales, applicable to a given situation. The list of legislation required to be understood by learners can be found accompanying these QCF units in the document Pre-Join Curriculum Overview. Evidence of the knowledge and understanding within the unit must be shown through one or more of: timed essay written test multi-choice questions scenario based demonstrations (in a classroom or other environment) other (as agreed by Skills for Justice, the NPIA and the relevant Awarding Organisation) Endorsement of the unit by a sector or other appropriate body (if required) Delivery This unit is endorsed by Skills for Justice, the Sector Skills Council for Justice Since the unit is intended to provide knowledge and understanding necessary for the workplace, SFJ Awards recommends that teaching content includes reference to real work and work based contact. GLH 7 Version 2.1 July

19 Title: Knowledge of arresting, detaining and reporting individuals within a policing context Level: 3 Credit Value: 3 Learning Outcomes The learner will: 1 Understand relevant legal and Service requirements relating to the arresting, detention and reporting of individuals Assessment Criteria The learner can: 1.1 Identify the relevant legislation supporting the arrest, detention or reporting of individuals in given circumstances, whether dealing with crime, non-crime or road policing incidents 1.2 Describe the application of legislation relevant to the arrest, detention or reporting of individuals in given circumstances, whether dealing with crime, non-crime or road policing incidents 1.3 In the context of arresting, detaining and reporting individuals, identify the relevant legislation, national policies, procedures, codes of practice and/or guidelines that relate to: documentation of actions, options, and decisions documentation of rationale the legal rights of individuals subject to these actions 1.4 Explain why it is necessary to release the individual without delay where information is received that negates the need for arrest, detention or reporting 1.5 Explain how contingences which might occur during the process of an arrest or detention should be dealt with 1.6 Explain how to ensure that there is sufficient evidence and legal authority to justify actions 1.7 Explain how to select and carry out actions in a manner that is justifiable and proportionate to the circumstances, ensuring that attention is paid to the rights and needs of individuals being arrested or detained 1.8 Explain how to ensure communication is effective and that actions: are lawful ensure the safety of self and others recognise diversity issues Version 2.1 July

20 value people as individuals Additional Information about the unit Unit aim(s) and relevant national occupational standards (if appropriate) and other standards or curricula (if appropriate) Assessment requirements specified by a sector or regulatory body (if appropriate) This unit is about conducting arrests, detentions and reporting procedures. The learner will need to be able to outline how they will ensure that they conduct their actions legally and in a balanced and proportionate manner, considering the impact of their actions on others. They will need to be able to identify the correct techniques and discuss how to deal with any contingencies that arise. Unit CD5, AA1, AB1, AE1, AF1, CA1, GC10 IPLDP OP7 Arrest and Report Suspects This unit refers to the relevant legislation under the law in England and Wales, applicable to a given situation. The list of legislation required to be understood by learners can be found accompanying these QCF units in the document Pre-Join Curriculum Overview. Evidence of the knowledge and understanding within the unit must be shown through one or more of: timed essay written test multi-choice questions scenario based demonstrations (in a classroom or other environment) other (as agreed by Skills for Justice, the NPIA and the relevant Awarding Organisation). Endorsement of the unit by a sector or other appropriate body (if required) Delivery This unit is endorsed by Skills for Justice, the Sector Skills Council for Justice Since the unit is intended to provide knowledge and understanding necessary for the workplace, SFJ Awards recommends that teaching content includes reference to real work and work based contact. GLH 10 Version 2.1 July

21 Title: Knowledge of conducting priority and volume investigations within a policing context Level: 4 Credit Value: 4 Learning Outcomes The learner will: 1. Understand the legal and Service requirements in relation to conducting priority and volume investigations 2. Understand the professional practice applicable to conducting priority and volume investigations Assessment Criteria The learner can: 1.1 Identify the relevant legislation which may necessitate the onset of a priority or volume investigation in given circumstances, whether crime, non-crime or road policing incidents 1.2 Describe the application of the relevant legislation which may necessitate the onset of a priority or volume investigation in given circumstances, whether crime, non-crime or road policing incidents 1.3 Describe the national policies, procedures and codes of practice in relation to conducting investigations 1.4 Explain the importance of applying human rights in respect to race and diversity and other issues when conducting investigations 1.5 Outline the types of investigation that are within their limits of responsibility 1.6 Specify the restrictions that apply to the disclosure of sensitive information 1.7 Explain the purpose and importance of risk assessments within the context of priority and volume investigations 2.1 Describe the impact of crime and criminality upon communities 2.2 Describe the characteristics of crimes and how they are committed 2.3 Describe the investigative process including the activities and decision making required to progress an investigation 2.4 Explain what is meant by an investigative mindset 2.5 Explain how applying an investigative mindset can contribute to the investigative process Additional Information about the unit Unit aim(s) This unit is about conducting investigations for priority and volume investigations and is applicable to the investigation of all types of priority and Version 2.1 July

22 volume incidents. The learner will need to be able to explain how to gather and assess the available information and intelligence, conduct a risk assessment, identify and preserve the initial scene(s), and identify and deal with material. They must also identify how to develop initial lines of enquiry and deal with any victim(s), witnesses and suspects appropriately. In addition, they will need to outline how to ensure that the appropriate people are briefed about the status of the investigation to maintain continuity. and relevant national occupational standards (if appropriate) and other standards or curricula (if appropriate) Assessment requirements specified by a sector or regulatory body (if appropriate) Unit CI101, AA1, AB1, AE1, AF1, CA1 Serious and complex investigations are covered by another unit. (CI102) IPLDP OP3 Respond to Incidents, Conduct and Evaluate Investigations This unit refers to the relevant legislation under the law in England and Wales, applicable to a given situation. The list of legislation required to be understood by learners can be found accompanying these QCF units in the document Pre-Join Curriculum Overview. Evidence of the knowledge and understanding within the unit must be shown through one or more of: timed essay written test multi-choice questions scenario based demonstrations (in a classroom or other environment) other (as agreed by Skills for Justice, the NPIA and the relevant Awarding Organisation) Endorsement of the unit by a sector or other appropriate body (if required) Delivery This unit is endorsed by Skills for Justice, the Sector Skills Council for Justice Since the unit is intended to provide knowledge and understanding necessary for the workplace, SFJ Awards recommends that teaching content includes reference to real work and work based contact. GLH 13 Version 2.1 July

23 Title: Knowledge of interviewing victims and witnesses within a policing context Level: 4 Credit Value: 3 Learning Outcomes The learner will: 1. Understand relevant legal and Service requirements in relation to interviewing victims and witnesses 2. Understand the principles of interviewing victims and witnesses Assessment Criteria The learner can: 1.1 Identify the relevant legislation which may necessitate the onset of a victim / witness interview in given situations 1.2 Explain the relevant aspects of the legislation and how they link to a given situation 1.3 Describe the points to prove under the relevant legislation 1.4 Identify the legislation, national policies, procedures, codes of practice, professional practice and organisational requirements and guidelines in relation to: conducting interviews with victims and witnesses race, diversity and human rights health, safety, security and welfare dealing with victims, witnesses and relevant others in an ethical and effective manner rules of evidence and disclosure 1.5 Explain the importance of fully and correctly completing all relevant documentation associated with interviews with victims and witnesses 2.1 Describe the features of an interview strategy 2.2 Identify the resources which can assist in developing an interview strategy 2.3 Define the categories of interviewee (e.g. vulnerable, intimidated, significant or other influencing factor) 2.4 Explain the importance of appropriate timings, locations and environmental conditions to the conduct of interviews 2.5 Describe the features of approved interview techniques and communication methods 2.6 Describe the types of contingencies (e.g. medical, welfare, hostile/reluctant behaviour, environmental conditions) that might arise during interview and how to deal with them Version 2.1 July

24 Additional Information about the unit Unit aim(s) and relevant national occupational standards (if appropriate) and other standards or curricula (if appropriate) Assessment requirements specified by a sector or regulatory body (if appropriate) This unit is about interviewing victims and witnesses as part of priority and volume crime investigations. The unit covers interviews conducted at police premises or elsewhere. The learner must explain the principles of the victim and witness interview including: planning and preparing for the interview; conducting the interview; evaluating the interview. Unit BE2, AA1, AB1, AE1, AF1, CA1 CJ101 NOS CJ101 - Interview Victims and Witnesses. IPLDP Module OP6a Prepare, Conduct and Evaluate Interviews (Victims and Witnesses) This unit refers to the relevant legislation under the law in England and Wales, applicable to a given situation. The list of legislation required to be understood by learners can be found accompanying these QCF units in the document Pre-Join Curriculum Overview. Evidence of the knowledge and understanding within the unit must be shown through one or more of: timed essay written test multi-choice questions scenario based demonstrations (in a classroom or other environment) other (as agreed by Skills for Justice, the NPIA and the relevant Awarding Organisation) Endorsement of the unit by a sector or other appropriate body (if required) Delivery This unit is endorsed by Skills for Justice, the Sector Skills Council for Justice Since the unit is intended to provide knowledge and understanding necessary for the workplace, SFJ Awards recommends that teaching content includes reference to real work and work based contact. GLH 10 Version 2.1 July

25 Title: Knowledge of interviewing suspects in relation to priority and volume investigations within a policing context Level: 4 Credit Value: 3 Learning Outcomes The learner will: Assessment Criteria The learner can: 1. Understand the relevant legal and Service requirements in relation to interviewing suspects 1.6 Identify the relevant legislation which may necessitate the onset of a suspect interview in given situations 1.7 Explain the relevant aspects of the legislation and how they link to a given situation 1.8 Describe the points to prove under the relevant legislation 1.9 Identify the legislation, national policies, procedures, codes of practice, professional practice and organisational requirements and guidelines in relation to: conducting interviews with suspects race, diversity and human rights health, safety, security and welfare dealing with suspects and relevant others in an ethical and effective manner rules of evidence and disclosure 1.10 Explain the importance of fully and correctly completing all relevant documentation associated with suspect interviews 2 Understand the principles of interviewing 2.1 Describe the features of a suspect interview suspects strategy 2.2 Identify the resources which can assist in developing a suspect interview strategy 2.3 Describe the role of relevant others regarding the interview of suspects (e.g. prosecutors, legal representatives, appropriate adults, health care professionals, custody officer, officers required for legal authorities, colleagues, interpreters) 2.4 Describe the features of approved interview techniques and communication methods 2.5 Explain the importance of appropriate timings, locations, and environmental conditions relevant to the conduct of interviews (e.g. urgent interviews, interviews at the scene, in police premises, at a healthcare facility) 2.6 Identify the types of contingencies (e.g. legal, medical, welfare, abusive or aggressive behaviour, technical faults, complaints and environmental conditions) that might arise Version 2.1 July

26 Additional Information about the unit Unit aim(s) and relevant national occupational standards (if appropriate) and other standards or curricula (if appropriate) Assessment requirements specified by a sector or regulatory body (if appropriate) during interview 2.7 Describe how contingencies which might occur during the process of interview would be dealt with 2.8 Describe the procedures and reasons for assuming responsibility for suspects This unit is about interviewing suspects as part of priority and volume investigations. The unit covers interviews with suspects who are under arrest and those who are not under arrest, whether the interview is conducted at police premises or elsewhere. The learner must identify how to plan and prepare for interviews by developing an interview plan, assessing the suspect s fitness for interview, and setting up an appropriate location. They must be able to outline how to conduct interviews in accordance with legislation, policy and other guidelines using appropriate interviewing techniques and communication skills. Finally, learners will be able to explain how to evaluate interviews and take any necessary further action. CJ201, AA1, AB1, AE1, AF1, CA1 IPLDP OP6b Prepare, Conduct and Evaluate Interviews (Suspects) This unit refers to the relevant legislation under the law in England and Wales, applicable to a given situation. The list of legislation required to be understood by learners can be found accompanying these QCF units in the document Pre-Join Curriculum Overview. Evidence of the knowledge and understanding within the unit must be shown through one or more of: timed essay written test multi-choice questions scenario based demonstrations (in a classroom or other environment) other (as agreed by Skills for Justice, the NPIA and the relevant Awarding Organisation) Endorsement of the unit by a sector or other appropriate body (if required) This unit is endorsed by Skills for Justice, the Sector Skills Council for Justice Delivery Since the unit is intended to provide knowledge and understanding necessary for the workplace, SFJ Awards recommends that teaching content includes Version 2.1 July

27 GLH 10 reference to real work and work based contact. Version 2.1 July

28 Title: Knowledge of searching individuals within a policing context Level: 3 Credit Value: 2 Learning Outcomes The learner will: 1. Understand legal and Service requirements in relation to searching individuals Assessment Criteria The learner can: 1.1 Identify and explain the relevant legislation, policy and guidelines giving grounds and legal authority to search individuals in given situations 1.2 Describe the application of relevant legislation, policy and guidelines to the process of searching individuals in given situations 1.3 In the context of searching individuals, identify the relevant legislation, national policies, procedures, codes of practice and/or guidelines that relate to: race, diversity and human rights health and safety working appropriately with children and young people personal safety dealing with individuals in an ethical manner documenting decisions, actions, options and rationale 1.4 Describe how to ensure that they have the grounds, legal authority and correct conditions for carrying out searches 1.5 Describe the types of risks and contingencies that may arise when searching individuals and how to deal with these 1.6 Explain how to conduct the following searches using appropriate search methods: of individuals not under arrest of individuals post arrest of any connected property 1.7 Explain how items covered by the relevant search power are identified and seized 1.8 Explain how to search individuals, communicate effectively and: promote equality respect diversity value people as individuals Version 2.1 July

29 manage risks to health and safety use law enforcement actions proportionately, recording actions correctly in agreed timescales Additional Information about the unit Unit aim(s) and relevant national occupational standards (if appropriate) and other standards or curricula (if appropriate) Assessment requirements specified by a sector or regulatory body (if appropriate) This unit is about searching individuals for items suspected of being evidence of an offence, or for prevention of harm to self or others. Unit CK1, AA1, AB1, AE1, AF1, CA1, GC10 IPLDP OP5b Search Individuals This unit refers to the relevant legislation under the law in England and Wales, applicable to a given situation. The list of legislation required to be understood by learners can be found accompanying these QCF units in the document Pre-Join Curriculum Overview. Evidence of the knowledge and understanding within the unit must be shown through one or more of: timed essay written test multi-choice questions scenario based demonstrations (in a classroom or other environment) other (as agreed by Skills for Justice, the NPIA and the relevant Awarding Organisation) Endorsement of the unit by a sector or other appropriate body (if required) Delivery This unit is endorsed by Skills for Justice, the Sector Skills Council for Justice Since the unit is intended to provide knowledge and understanding necessary for the workplace, SFJ Awards recommends that teaching content includes reference to real work and work based contact. GLH 7 Version 2.1 July

30 Title: Knowledge of searching vehicles, premises and open spaces within a policing context Level: 3 Credit Value: 2 Learning Outcomes The learner will: 1. Understand legal and Service requirements in relation to searching vehicles, premises and open spaces Assessment Criteria The learner can: 1.1 Identify and explain the relevant legislation, policy and guidelines giving grounds and legal authority to search vehicles, premises and open spaces in given situations 1.2 In the context of searching vehicles, premises and open spaces, describe current national policies, procedures, codes of practice and guidelines for carrying out those searches 1.3 Identify current and relevant legislation, organisational requirements and national guidelines in relation to: race, diversity and human rights health and safety working appropriately with children and young people 1.4 Explain how to maintain the health and safety of self and others during the search 1.5 Identify the information which must be provided to relevant person(s) during the search procedures 1.6 Explain how to inform the appropriate individuals of the purpose, authority and grounds for the search, and their rights in accordance with legislation 1.7 Describe how to leave the search area (e.g. vehicles, premises, open spaces) in an appropriate condition and conclude the search procedures in accordance with current legislation and policy Additional Information about the unit Unit aim(s) This unit is about searches of vehicles, premises and open spaces. The learner needs to be able to explain why a search must be conducted in a legal and ethical way, using approved search methods. They will need to be able to identify whether they have the grounds and legal authority to carry out a search. They must be able to outline how, where evidence is found that may be seized, it must be packaged and stored in a manner Version 2.1 July

31 which maintains its integrity and continuity. They will also need to describe how to complete any necessary documentation and relevant national occupational standards (if appropriate) and other standards or curricula (if appropriate) Assessment requirements specified by a sector or regulatory body (if appropriate) Unit CK2, AA1, AB1, AE1, AF1, CA1, GC10 IPLDP OP5a Search Vehicles This unit refers to the relevant legislation under the law in England and Wales, applicable to a given situation. The list of legislation required to be understood by learners can be found accompanying these QCF units in the document Pre-Join Curriculum Overview. Evidence of the knowledge and understanding within the unit must be shown through one or more of: timed essay written test multi-choice questions scenario based demonstrations (in a classroom or other environment) other (as agreed by Skills for Justice, the NPIA and the relevant Awarding Organisation) Endorsement of the unit by a sector or other appropriate body (if required) Delivery This unit is endorsed by Skills for Justice, the Sector Skills Council for Justice Since the unit is intended to provide knowledge and understanding necessary for the workplace, SFJ Awards recommends that teaching content includes reference to real work and work based contact. GLH 7 Version 2.1 July

32 Title: Knowledge of managing conflict within a policing context Level: 3 Credit Value: 2 Learning Outcomes The learner will: 1. Know the legislation and other relevant guidance related to managing conflict 2. Understand how to apply conflict management skills and techniques Assessment Criteria The learner can: 1.1 Identify the relevant legislation, Service requirements, national guidelines and personal responsibilities (including level of training and duty of care) that relate to managing conflict 1.2 Describe the application of relevant legislation, Service requirements, national guidelines and personal responsibilities (including level of training and duty of care) that relate to managing conflict 1.3 Explain why it is important to adhere to national guidelines relating to working appropriately with children and young people 1.4 Explain the importance of fully documenting subject behaviours and resulting actions taken 2.1 Describe how to gather information in order to make a threat assessment 2.2 Explain how to select and apply an appropriate tactical option, based on a threat assessment, legislation, training and organisational policy, calling for any necessary assistance, back-up and support if required 2.3 Explain how to communicate with people in a way that: shows respect for them, their property and their rights is appropriate to them is free from discrimination and oppressive behaviour uses actions and words that signal nonaggression at the appropriate times remains alert to verbal and non-verbal communication pertaining to danger cues uses language and speech; actions, gestures and body language; space and position appropriately Version 2.1 July