a guide to the diploma in policing the new national...

A Guide to the Diploma in

Policing – the new National Minimum Qualification for

Student Police Officers

Diploma in Policing Guide v1.1.doc of 56

A Guide to the new National Minimum Qualification for

Student Police Officers and the Qualification for PCSOs

Executive summary The purpose of this paper is to describe new arrangements for the accreditation of initial learning and development for policing, developed by the NPIA and Skills

for Justice, working closely with police forces in England and Wales. Changes to the accreditation of initial learning and development have been

brought about as a result of the 2008 Stocktake of the IPLDP, and are aligned with both the life cycle of the current Level 3 and 4 Policing National Vocational

Qualifications (NVQs) and the introduction of the new Qualifications and Credit Framework (QCF).

The new arrangements are governed by the Central Authority for IPLDP, a body representing policing stakeholders, and are managed by the NPIA with Skills for

Justice. The final arrangements will be presented to ACPO Cabinet for final approval.

Anticipated benefits of the proposed IPLDP Qualification structure

The proposed qualification will:

▪ Enable a nationally consistent standard of qualification to be introduced across

the service, whilst also allowing flexibility in how it interfaces with FE and HE awards at local level. It will provide a qualification base line that should be achievable by all forces.

▪ Reduce the burden of assessment whilst still meeting the requirement to adequately assess competence. A significant proportion of the assessment

can be carried out in the learning environment, or in the tutor phase prior to independent patrol, thus reducing the load on frontline supervisors within operational policing.

▪ Include a qualification for the PCSO role which has a clear route to the qualification for the police officer, building a possible career structure and

enabling the accreditation of prior learning (APL).

▪ Embed the assessment of attitudes and behaviours from the ‘Common’ NOS into the assessment of competence of the QCF units.

▪ Provide a national assessment structure that can accommodate local ‘pre-join’ qualification options including: Awards, Certificates and Foundation Degrees

▪ Meet the recommendations of the IPLDP Stocktake and support the recommendations of recent Home Office/HMIC reports outlined later in this paper.


Deliverables

Diploma in Policing – replacing the NVQs in Policing as a single National Minimum Qualification for Student Police Officers from 1st January 2010

National accreditation for Police Community Support Officers linked to their

core role and which provides accreditation of prior learning (APL) for those who later transfer to the IPLDP as Student Police Officers

An Assessment Strategy for Police competence based qualifications other than NVQs in the QCF

Assessment Guidance and supporting material

Communication strategy Implementation guidance

Programme Handbook – this will contain and describe all of the above


Contents

A Guide to the new National Minimum Qualification for Student Police Officers

and the Qualification for PCSOs 2

Executive summary 2 Anticipated benefits of the proposed IPLDP Qualification structure 2 Deliverables 3

A Guide to the new National Minimum Qualification for Student Police Officers

and the Qualification for PCSOs 6

Background 6

Drivers for Change 6 Currency of the policing NVQ 6 HMIC & Home Office reports 6 Consultation with the service 6

Rationale for the new qualification: 9 Rationale for Differences between Current and New Qualification 11 Localising the qualification 11

Annex 1. Current IPLDP Accreditation / Qualification (21 NOS) 12

Annex 2. Relevant strategic recommendations 13 Flanagan Review of Policing – Final Report Recommendations (HMIC, 2008) 13 Policing Green Paper (Home Office, 2008): 13 Leading from the Frontline (HMIC, 2008): 13

Annex 3. Recommendations from the IPLDP Stocktake 2008 14

Annex 4. QCF Level Descriptors (Level 3) 16

Annex 5. Qualifications & Credit Framework Units for the IPLDP qualification: 17 BE2 Provide initial support to victims and witnesses 18 CD1 Provide an initial response to incidents 22 CD5 Arrest, detain and report individuals 25 CK1 Search individuals 28 CK2 search vehicles, premises and open spaces 31 GC10 Manage conflict 34 CB1 Gather and submit information to support law enforcement objectives 37 CI101 Conduct Priority and Volume Investigations 40 CJ101 Interview Victims and Witnesses 44 CJ201 Interview Suspects 48

Annex 6 - Some ‘Frequently Asked Questions’ 52 1. What are the differences in curriculum delivery with the new IPLDP qualification? 52 2. When will students be assessed for the new qualification? 52 3. Can scenario and simulation be used for assessing competence? 52 4. What is the standard for scenario-based assessment? 52 5. Is evidence provided during the tutor phase suitable for work-based assessment of

competence? 52 6. What impact will the Diploma have on the role of tutors? 53


7. Will A1 assessors need to be re-trained to assess for this qualification? 53 8. What quality assurance processes will assessors go through in order to assess

student officers for the new award? 53 9. Will there be any difference in registration costs to forces with the new

qualification? 53 10. What are the funding implications for those forces with ‘Direct Claim’ or ‘Draw

down’ funding arrangements to receive Learning & Skills Council (LSC) funding

support? 53 11. When can forces start registering candidates for the IPLDP and PCSO

qualifications? 54 12. When is the last date on which students can be registered for the current NVQs in

Policing? 54 13. When is the latest date by which forces should have introduced the new IPLDP

Qualification? 54 14. How will the Level 3 Diploma fit with Foundation Degree arrangements? 54 15. How might Higher Education support the delivery of the new award? 54 16. How might the new award fit with ‘Pre-join’ programmes which are being

developed? 55 17. How might Further Education support the delivery of the new award? 55 18. How will Accreditation of Prior Learning (APL) work for PCSOs who transfer to

become student police officers? 55 19. Are student police officers ready for confirmation on completion of the Diploma? 55 20. Is there a minimum time student officers should take to complete the

requirements of the Diploma? 55 21. How will student officers be assessed against the IPLDP NOS that are not part of

the qualification? 56 22. What will happen to Police Action Checklists (PACs) within the new qualification

structure? 56


A Guide to the new National Minimum Qualification for

Student Police Officers and the Qualification for PCSOs

Background National Vocational Qualifications in Policing were first developed by the Police Skills and Standards Organisation (PSSO) in 2003. In 2005, the NVQs Levels 3

and 4 in Policing became a fundamental part of the IPLDP and in 2006 these two qualifications became the national minimum requirement for all police officers to complete during their two year probationary period.

In late 2007 and 2008 Skills for Justice carried out a review of the National

Occupational Standards for Policing which resulted in the amalgamation of two NOS and changes to others to reflect new skills and knowledge. This reduced the number of NOS used within the current IPLDP programme and the NVQs from 22

to 21 - see Annex 1.

Drivers for Change

Currency of the policing NVQ

As a consequence of the changes to the NOS detailed above and the fact that the NVQs are due to expire in 2009, it was essential that the NPIA and Skills for

Justice consult with the Police Service to ascertain whether there needed to be alterations to the existing qualifications beyond the reduction of NOS from 22 to 21.

HMIC & Home Office reports

2007/08 saw the publication of the Flanagan ‘Review of Policing’, the Policing

Green Paper and HMIC Inspection ‘Leading from the Frontline’ reports, each of which touched on significant aspects of police training and assessment – see report recommendations in Annex 2.

These included the need to:

▪ utilise the accreditation of prior learning to avoid duplication – especially for PCSOs who transfer to become officers (Flanagan)

▪ remove un-necessary bureaucracy from work-based assessment and

accreditation (Flanagan & the Policing Green Paper)

▪ provide frontline sergeants with opportunities to provide ‘active leadership

and supervision’ (Leading from the Frontline)

Consultation with the service

In July 2008, NPIA held a series of ‘Listening’ events, as part of the IPLDP

Stocktake commissioned by Central Authority. The events were held to discuss


aspects of the IPLDP with forces, in order to identify and celebrate IPLDP successes and identify those parts of the programme not working as well.

The 3 events were attended by 149 representatives of all 43 police forces, non-Home Office forces, the Police Federation and academic institutions.

Within the Minimum Qualification, Assessment and Funding theme, key

messages coming out from the Stocktake included comments relating to:

▪ The perceived burden of assessment - e.g. the difficulties of completing large portfolios

▪ Amount of time spent on assessment - e.g. the removal of front line officers to complete assessments

▪ Quality of assessments – assessors removed from student officers so not present to observe and assess / insufficient numbers of A1 assessors /

differing External Verifier and Awarding Body requirements

▪ Number of NOS within the qualification - e.g. too many NOS within the qualification / Reducing the number of NOS does not mean other areas are

not taught

▪ Format of qualification - e.g. the rationale behind a combined Level 3 and a

Level 4 qualification – the distinction appearing to be arbitrary

▪ Appropriateness of the NVQ being partially Level 4 – this is associated with ongoing development post the student officer period

▪ Variation in delivery across forces - e.g. disparity within and across forces in the confirmation of role

▪ Perceived value of the IPLDP National Minimum Qualification – concerns over ‘diluting’ the standards qualification

On the basis of comments from the ‘Listening’ events and feedback on other aspects of the IPLDP Stocktake, the IPLDP Improvement Strategy

recommended:

1. The service should use the opportunity provided by the expiry of the NVQs in Policing and the advent of the QCF to develop a new minimum qualification

which addressed force’s concerns about the qualification size and assessment processes

2. A national qualification for PCSOs should be developed within the IPLDP qualification structure enabling accredited prior learning (APL) for PCSO transferees to the IPLDP

3. An evaluation of policing Pre-Join schemes should be carried out


4. A high level review of the initial policing curriculum should be carried out and changes in the demands of the role since 2002 and in response to the Policing

Green Paper incorporated

5. A Forum of noteworthy practice in Community placement be established

6. A regular training delivery Forum be established

7. The need for a centralised registration and student tracking the Managed Learning Environment (MLE) to be reviewed by March 2010

8. A Handbook to guide users through IPLDP will be produced by September 2009

(For further details of the Stocktake recommendations see Annex 3)

In September 2008, Skills for Justice and NPIA held a 2-day workshop to discuss the new initial policing qualification. This was attended by 15 forces, broadly

representative of the Service in terms of geography, size, composition and approach to delivery of the IPLDP qualification. Delegates identified common themes which included:

▪ Removal of the separate assessment of ‘Common NOS’ from the qualification

▪ The need to reduce assessment within the operational environment

▪ A need to make greater use of a variety of assessment methods

▪ The need to align the award with Higher Education structures (predominately Foundation Degrees)

▪ First Aid to be assessed as part of a locally delivered and assessed programme

This workshop was followed by 7 regional events in England & Wales during September and October 2008 attended by 108 representatives from 40 forces (including a non-Home Office force) to discuss:

▪ Which NOS should be assessed as part of a new qualification for IPLDP?

▪ How the qualification should be assessed?

▪ The extent to which the skills required by PCSOs overlap with those of police officers?

▪ What a PCSO qualification based on the IPLDP would look like?

In addition to the useful qualitative feedback provided by the Regional event

discussions, forces also provided Skills for Justice with formal feedback to the consultation which generated quantitative supporting data required by the Awarding Bodies.


Rationale for the new qualification: On the basis the HMIC/Home Office reports, the ‘Stocktake’ recommendations and other consultations, the new qualification needs to feature:

1. A reduction in number of units to be assessed, especially in Phase 4 -

Independent patrol

2. Embedded assessment of the ‘Common NOS’ within the required units

3. Flexibility about the forms of assessment to be used - most units to achieve final assessed completion EITHER within the tutored phase or during independent patrol.

4. The ‘PIP’ units will continue to require final assessed completion during independent patrol

5. Assessment within the ‘controlled’ environment of the tutor phase actively encouraged for the majority of units

6. A more flexible approach to assessor accreditation

7. Development of knowledge assessment for student officers prior to Independent Patrol

8. Development of a qualifications framework for the Service which supports continuous professional development


Diploma in Policing

The new qualification consists of 10 units of assessment approved and located within the QCF. The qualification will be available from January 2010 on:

New QCF unit Assessment arrangements

BE2 Provide initial support to victims, survivors and witnesses

CD1 Provide an initial response to incidents

CD5 Arrest and detain or report individuals

CK1 Search individuals CK2 Search vehicles, premises and open spaces

GC10 Manage conflict CB1 Gather and submit information …

Units where evidence of completion can incrementally build from

simulation to assessment in the workplace. Final assessment may be

completed in the work place within the tutor phase

CI101 Conduct priority and volume investigations

CJ101 Interview victims and witnesses CJ201 Interview suspects

Units where evidence of competence can incrementally build

from simulation to workplace assessment.

Final demonstration of competence MUST be in the workplace during Independent patrol

In terms of approach to assessment practice, the new qualification reflects the need for flexibility in assessment within the learning environment; activities

carried out within the tutor phase; and evidence collected from student officers on independent patrol. To support this, the new qualification units include details

of the assessment criteria and tightly defined individual unit evidence requirements. The qualifications and credit framework for IPLDP - see Annex 5.

The completion of the formal assessment of the ten QCF modules achieves the completion of the Diploma in Policing.


Rationale for Differences between Current and New Qualification

The IPLDP curriculum still requires the current 21 NOS as a learning requirement, however 11 of the 21 NOS units were not selected as part of the new national minimum qualification. This was because:

a. Common NOS - Many of original 21 NOS Units were attitudinal/behavioural units which, when treated in isolation from operationally focussed units,

added very little value towards the wider goal of demonstrating operational competence:

e.g. AA1 Promote/Foster equality diversity and Rights, under the existing

qualification may be partially demonstrated by a Student Officer merely being observed treating someone with respect. Under the new qualification

Promoting equality diversity and rights needs to be demonstrated in the context of the remaining operationally focussed units e.g. whilst making an

arrest, interviewing a suspect etc…

The performance criteria of the original behavioural (common NOS) units are now embedded throughout the 10 new QCF units.

b. Some of the existing NOS assessments described activities which some officers rarely have an opportunity to demonstrate (e.g. DA5 – Present

evidence in court and at other hearings), or

c. They described activities which some forces do not require officers to carry out (e.g. 2K1 - Escort detained persons and DA6 - Prepare and submit case

files).

Student officers in some forces have struggled to evidence the units in category b. or c. above. A national minimum qualification must be achievable by all officers in all forces.

Localising the qualification

If local circumstances require individual forces to accredit learning beyond the national minimum qualification, such as in the areas of neighbourhood policing, intelligence, investigations or response policing, forces can (in consultation with

Skills for Justice and the NPIA) accredit this learning over and above the national minimum. A key feature of the QCF is that units can be considered qualifications

in their own right and the student can add the credit from additional units to the credits they may have already achieved.


Annex 1. Current IPLDP Accreditation / Qualification (21 NOS) NVQ Level 3 Policing NVQ Level 4 Policing

2K1 Escort detained persons

2K2 Present detained persons to custody

4G4 Administer First Aid

AA1 Promote equality and foster diversity

AB1 Communicate effectively

AE1 Maintain and develop your own

knowledge, skills and competence

AF1 … reduce risks to health and safety

BE2 Provide initial support to victims,

survivors and witnesses

CA1 Use law enforcement actions in a

fair and justified way

CB1 Gather and submit information

CD1 Provide an initial response …

CD3 Prepare for, and participate in, planned enforcement operations

CD5 Arrest and detain or report individuals

CI101 Conduct priority and volume

investigations

CJ101 Interview victims and witnesses

CJ201 Interview suspects

CK1 Search individuals

CK2 Search vehicles, premises and

open spaces

DA5 Present evidence in court and at

other hearings

DA6 Prepare and submit case files

GC10 Manage conflict


Annex 2. Relevant strategic recommendations

Flanagan Review of Policing – Final Report Recommendations (HMIC, 2008)

4.20 … Further work should be carried out to allow for accreditation of prior

learning to avoid duplication (this is especially so for PCSOs who become officers and currently have to repeat some of the same training).

4.28 The importance of [workplace assessment and accreditation] is high but there is a real risk that we turn them into a bureaucratic nightmare some of

which is self-imposed.

4.31 The 22 NOS and the Learning Development Reviews form the main body of assessment whilst the student officer is on independent patrol. These parts of the SOLAP are problematic primarily for the following reasons:

1 The language used is academic in nature

2 Some NOS have been taken from other public sector organisations and are not ideally suited to the police service

3 There is onerous duplication of evidence/cross referencing required 4 There is an unwieldy requirement for full witness (i.e. supervisory or other officer) testimony

Policing Green Paper (Home Office, 2008):

‘Making sure police resources are focussed on the frontline where we know the public, and the service, want them to be is a key challenge for Government and the service. A key part of that challenge is the need to remove un-necessary

bureaucracy and ensure that systems and processes are as light touch as possible.’ (Page 9)

Leading from the Frontline (HMIC, 2008):

3. Forces should urgently review policies and ensure that opportunities are

maximised for frontline sergeants to provide active leadership and supervision at or during incidents, and to be accessible and visible to their staff, through the

review and rationalisation of administrative and/or procedural burden. 7. Forces should review their use of the Personal Development Review

process and ensure that the balance between performance measurement and developmental activity is appropriate.


Annex 3. Recommendations from the IPLDP Stocktake 2008 IPLDP Improvement Strategy The following recommendations were accepted by the Central Authority on 10 December 2008.

Qualification and Assessment

The service should take the opportunity of the lifecycle of the two Policing NVQs, and of the introduction of the new Qualifications and Credit Framework (QCF), to develop an initial policing qualification framework on the QCF, to assess the

initial policing curriculum that incorporates:

▪ A minimum qualification defining independent patrol and competence in role.

▪ Reduction of the burden of assessment, embedding generic learning outcomes, encouraging incident led assessment, and strengthening the role of front line supervisors in the development of student officers.

▪ Relocation of assessment from the operational environment to a training environment where appropriate supported by guidance on suitable and

proportionate assessment.

▪ Embedding the assessment of behaviours in the assessment of competence by

March 2010.

▪ Clear identification of those parts of the overall curriculum which need to be assessed by March 2010.

▪ Identification of learning which can be achieved and accredited prior to recruitment as a police officer (or other policing role), forming a component

of the initial policing qualification framework, and capable of being achieved pre or post joining.

▪ Alignment of the curriculum and credit with Further and Higher Education

Awards by March 2010.

Accreditation of Prior Learning

▪ The qualification for PCSOs, required by the PSCO strategy and indicated in the Green Paper and the Flanagan review of policing should be developed

within the same structure as the initial policing qualification, enabling accredited prior learning, for those PCSOs wishing to continue into police

officer role.

▪ The opportunity should be taken to work with the Workforce Modernisation Programme, to review any other initial policing qualification requirements and

to align the assessment requirements as appropriate.


Evaluation of Pre-Joining Schemes

▪ An evaluation of Pre-Joining Schemes should be completed by 31 January

2009, in order to inform the qualification development project.

▪ Guidance on the development of Pre-Joining Schemes, and the business case for the investment should be produced following the qualification

development project by Summer 2009.

Review of Initial Policing Curriculum A high level review of the training implications of the developments in the police officer role since 2002 should be undertaken in response to the Green Paper,

particularly to ensure that the IPLDP Curriculum Team has identified and incorporated all significant changes in the initial policing curriculum. Review to

be complete by 31 January 2009.

Community Engagement

▪ The requirement for a Community Placement of a minimum of 80 hours should continue to consolidate the successful involvement to date.

▪ A Forum for exchanging noteworthy practice on Community Engagement/Community Placements should be established by March 2010.

▪ Forces should be invited to work together through workshops to share and improve practice in community engagement and the use of community placements by March 2010.

Training Delivery

A regular Training Delivery Forum should be established by the NPIA to bring training managers and trainers together to support the development of skills and to share innovative and effective learning methods appropriate to initial policing,

including E-Learning and Immersive Learning.

The Managed Learning Environment Following the completion and implementation of the new qualification the need for centralised registration and tracking on the Managed Learning Environment

should be reviewed by March 2010.

A Programme Handbook A Programme Handbook to guide users through IPLDP will be produced by March 2010.


Annex 4. QCF Level Descriptors (Level 3)

Summary

Knowledge and understanding

Application and action

Autonomy and accountability

Level 3

Achievement at level 3 reflects the ability to

identify and use relevant understanding,

methods and skills to complete tasks and

address problems that while well defined have a measure of

complexity.

It includes taking responsibility for initiating and

completing tasks and procedures as well as

exercising autonomy and judgement within limited parameters.

It also reflects

awareness of different perspectives or

approaches within a study area of study or work

Use factual,

procedural and theoretical understanding to

complete tasks and address problems

that while well defined may be complex and non-

routine

Interpret and evaluate relevant information and

ideas Be aware of the nature of the

area of study or work

Have awareness of different

perspectives or approaches within

the area of study or work

Address problems

that while well defined may be complex and non-

routine

Identify, select and use appropriate skills,

methods and procedures

Use appropriate investigation to

inform actions Review how

effective methods and actions have been

Take

responsibility for initiating and completing

tasks and procedures,

including where relevant responsibility for

supervising or guiding others

Exercise autonomy and

judgement within limited

parameters

(Copyright 2007, Qualifications and Curriculum Authority)


Annex 5. Qualifications & Credit Framework Units for the IPLDP qualification:

New QCF unit Assessment arrangements

BE2 Provide initial support to victims, survivors and witnesses

CD1 Provide an initial response to

incidents

CD5 Arrest and detain or report

individuals


CK2 Search vehicles, premises and open

spaces


CB1 Gather and submit information …

Units where evidence of

completion can incrementally build from simulation to

assessment in the workplace. Final assessment may be completed in the work place

within the tutor phase

CI101 Conduct priority and volume investigations

CJ101 Interview victims and witnesses

CJ201 Interview suspects

Units where evidence of

competence can incrementally build from simulation to

workplace assessment.

Final demonstration of

competence MUST be in the workplace during Independent patrol


BE2 Provide initial support to victims and witnesses

Title: Provide initial support to victims and witnesses

Level: 3

Credit Value: 3

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

1. Know and understand the factors

that affect victims and witnesses

and impact on their need for

support

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) 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 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 assist meeting an

individuals need for support

2. Be able to communicate effectively

with victims and witnesses

2.1 communicate with individuals

appropriately taking account of:

pace

their level of understanding

their preferred form of

communication

2.2 encourage individuals to express their

own views about their immediate needs

by creating an appropriate

environment, actively listening and

using appropriate:

body language

position

tone of voice

2.3 explain clearly to individuals your


organisation’s policy in respect of:

confidentiality

who will have access to information

provided by individuals

how the information will be

recorded and stored

2.4 maintain contact with individuals

communicating as necessary

2.5 when communicating with victims and

witnesses ensure your actions:

apply principles of equality,

diversity and anti-discrimination

practice

manage risks to health and safety

are recorded timely and accurately

to meet requirements/deadlines

3. Be able to provide initial support to


3.1 give initial support that is appropriate

to the individuals’ needs

3.2 explain clearly to individuals the range

of services available from his/her

organisation, providing details of how

to access these services and those of

other relevant organisations

3.3 make clear and accurate records of:

the individuals’ immediate needs

the initial support provided to them

3.4 when providing initial support to

victims and witnesses ensure your

actions:



practice


4. Be able to assess the needs and

wishes of victims and witnesses for

further support

4.1 discuss with individuals the nature and

extent of their needs helping them to

identify their priorities and how they

could be addressed

4.2 explain clearly to individuals the range

of support and other services available

from his/her and other organisations

4.3 make clear and accurate records of:

the individuals’ needs and wishes

the agreements reached with them

the resulting actions taken


4.4 when assessing the needs of victims,

and witnesses ensure actions:



practice


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 also 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 communicate effectively to

encourage individuals to express their own

feelings and needs.

Unit expiry date [End of accreditation]

Details of the relationship between the

unit and relevant national occupational

standards (if appropriate)

Unit BE2, AA1, AB1, AE1, AF1, CA1


unit and other standards or curricula (if

appropriate)

N/A

Assessment requirements specified by

a sector or regulatory body (if

appropriate)

Knowledge Element

Application of knowledge should be

demonstrated in a learning and development

environment prior to application in the

workplace

Workplace Assessment

Competence must be practically

demonstrated on two occasions in the

workplace.

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

Location of the unit within the

subject/sector classification system

[Unit code]

Name of the organisation submitting

the unit

Skills for Justice


Availability for use

Availability for delivery [Start of accreditation]


CD1 Provide an initial response to incidents

Title: Provide an initial response to incidents

Level: 3

Credit Value: 4

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

1. Know and understand relevant legal

and organisational requirements for

responding to an incident

1.1 identify the legislation, 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

ensuring adherence to the national

guidelines

using personal safety techniques

(including force)


to provide an initial response to

incidents in accordance with relevant

legal and organisational requirements

1.3 identify different types of incident for

which an initial response is required,

explaining the different procedures for

response

2. Be able to gather information and

plan a response to an incident

2.1 establish the nature of incidents based

on an assessment of available

information

2.2 obtaining any necessary additional

information which will support response

to the incident:

2.3 prioritise and plan actions in

accordance with the nature of the

incident

3. Be able to respond to incidents 3.1 liaise and communicate effectively with

the following people regarding the

incident, requesting other resources as

necessary:

members of the public

control room

line management

other specialists, including external

agencies


3.2 respond and take control of incidents,

within appropriate timescales,

according to current policy,

demonstrating the ability to:

challenge and deal appropriately

with unacceptable behaviour

use appropriate personal safety

techniques

recognise individual needs with

respect to race, diversity and

human rights

3.3 demonstrate how to provide support to

victims, witnesses and/or others

3.4 identify and prioritise casualties, and

provide necessary assistance

3.5 take action to protect the scene of the

incident and preserve evidence

3.6 record the following and submit for

supervision within agreed timescales:

information, intelligence and

sources from the incident

decisions

actions

options

rationale

3.7 respond to incidents ensuring that

they:

act in a way that values people as

individuals

use law enforcement actions

proportionately, recording actions

correctly, within agreed timescales

Additional Information about the unit Unit aim(s) This unit covers providing an initial response

to incidents, including: crime, non-crime and

traffic incidents. The learner will need to be

able 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 take control of the

incident until relieved by the appropriate

person.






Unit CD1, AA1, AB1, AE1, AF1, CA1



appropriate)

N/A



appropriate)

Knowledge Element




workplace



demonstrated on three occasions, covering

two different types of incident.







[Unit code]


the unit

Skills for Justice

Availability for use The availability of this unit is shared



CD5 Arrest, detain and report individuals

Title: Arrest, detain and report individuals

Level: 3

Credit Value: 4

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

1. Know and understand relevant

legal and organisational

requirements relating to the

arresting, detention and

reporting of individuals




arrest, detention and reporting

procedures (including the legal

rights of individuals subject to these

actions)

documentation of actions, options,

and decisions

documentation of rationale

1.2 explain why it is necessary to release

the individual without delay where

information is received that negates

the need for arrest, detention or

reporting

1.3 describe the types of contingencies

that may occur and how to deal with

them

2. Be able to arrest and detain

individuals

2.1 ensure that there is sufficient evidence

and legal authority to justify actions

2.2 select and conduct actions in a manner

that is justifiable and proportionate to

the circumstances

2.3 take action to prevent the loss,

damage, destruction or contamination

of material/evidence

2.4 document decisions, actions, and

rationale and submit the

documentation in accordance with

current policy and legislation

2.5 when conducting an arrest ensure you

communicate effectively and that

actions:

are lawful

ensure the safety of self and others

recognise diversity issues


value people as individuals

3. Be able to report individuals 3.1 ensure that there is sufficient evidence

and legal authority to justify actions

3.2 select and conduct actions in a manner

that is justifiable and proportionate to

the circumstances

3.3 document decisions, actions, and

rationale submitting the documentation

in accordance with current policy and

legislation

3.4 when reporting individuals ensure

that communication is effective and

that actions:

are lawful

ensure the safety of self and others

recognise diversity issues

value people as individuals

Additional Information about the unit Unit aim(s) This unit is about conducting arrests,

detentions and reporting procedures. The

learner will need to be able to conduct their

actions legally and in a balanced and

proportionate manner, considering the

impact of their actions on others. They will

need to use the correct techniques and deal

with any contingencies that arise.





Unit CD5, AA1, AB1, AE1, AF1, CA1, GC10



appropriate)

N/A



appropriate)

Knowledge Element




workplace

Workplace Assessment:


demonstrated in the workplace on two

occasions each for learning outcomes 2 and 3








[Unit code]


the unit

Skills for Justice

Availability for use The availability of this unit is restricted to

[awarding bodies]




Title: Search individuals in a policing context (draft name)

Level: 3

Credit Value: 3

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

1. Know and understand legal and

organisational requirements in

relation to searching individuals




searching individuals

race, diversity and human rights

health and safety

working appropriately with children

and young people

the use of personal safety

techniques (including force)

dealing with individuals in an ethical

manner

documenting decisions, actions,

options and rationale


to search individuals in accordance with

relevant legal and organisational

requirements

1.3 describe how to ensure that they have

the grounds, legal authority and correct

conditions for carrying out searches

1.4 describe the types of risks and

contingencies that may arise when

searching individuals and how to deal

with them

2. Be able to search individuals 2.1 establish the grounds and legal

authority to carry out the search

2.2 communicate effectively with those

present throughout the search

(including informing the individual of

the purpose and grounds for the

search, their rights, and the results of

the search)

2.3 control individuals in order to prevent

loss or contamination of evidence,

escape of individual(s) or harm to any

person, using appropriate personal


safety techniques where necessary

2.4 conduct the following searches using

appropriate search methods:

of individuals not under arrest

of individuals post arrest

of any connected property

2.5 identify and seize any item covered by

the relevant search power

2.6 package and store evidence seized in

order to maintain its integrity and

continuity

2.7 document the following:

decisions

actions

options

rationale

2.8 search individuals, communicate

effectively and:

promote equality

respecting diversity

valuing people as individuals




correctly in agreed timescales

Additional Information about the unit Unit aim(s) 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



appropriate)

N/A




appropriate)

Knowledge Element




workplace




workplace for all learning outcomes







[Unit code]


the unit

Skills for Justice


[awarding bodies]



CK2 search vehicles, premises and open spaces

Title: Search vehicles, premises and open spaces

Level: 3

Credit Value: 4

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

1. Understand legal and organisational

requirements in relation to

searching vehicles, premises and

open spaces

1.1 identify current and relevant

legislation, policies, procedures, codes

of practice and guidelines for searching

premises, vehicles and open spaces

1.2 identify current and relevant

legislation, organisational requirements

and national guidelines in relation to:


health and safety

working appropriately with children

and young people

1.3 explain how to maintain the health and

safety of yourself and others during the

search

1.4 identify the contingencies that may

occur and explain how to deal with

them (e.g. firearms, drugs, explosives)

1.5 identify the information which must be

provided to relevant person(s) during

the search procedures

2. Be able to prepare to search

vehicles, premises and open spaces

2.1 establish the grounds and legal

authority to carry out the search

2.2 carry out planning appropriate to the

circumstances and conduct an accurate

risk assessment

2.3 manage the health and safety of self

and others prior to the search

2.4 identify the search area (e.g. vehicles,

premises, open spaces), confirming

that the location corresponds with the

details on any search authority

2.5 inform the appropriate individuals of

the purpose, authority and grounds for

the search, and their rights in

accordance with legislation


2.6 deal with individuals in an ethical

manner, recognising their needs with

respect to race, diversity and human

rights

3. Be able to conduct searches of

vehicles, premises and open spaces

3.1 conduct the search in an ethical and

effective manner, recognising the

individuals’ and community needs with

respect to race, diversity and human

rights and management of the health and

safety of self and others during and after

the search

3.2 deal with personal property respectfully

and in accordance with current policy

3.3 respond to any contingencies

appropriately and in accordance with

current policy and legislation

3.4 liaise with all relevant parties to maintain

the effectiveness of the search

3.5 conduct the search using approved and

appropriate search methods

3.6 identify and seize any item suspected of

being evidence of an offence

3.7 package and store any evidence seized to

maintain its integrity and continuity

3.8 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

3.9 document all decisions, actions, options

and rationale in accordance with current

policy and legislation


Unit aim(s) This unit is about searches of vehicles,

premises and open spaces.

The search must be conducted in a legal and

ethical way, using approved search methods.

They will need to establish that they have the

grounds and legal authority to carry out the

search. Where evidence is found this may be

seized, packaged and stored in a manner that

maintains its integrity and continuity. They

will also need to complete any necessary

documentation






Unit CK2, AA1, AB1, AE1, AF1, CA1, GC10



appropriate)

N/A



appropriate)

Knowledge Element




workplace



demonstrated, in the workplace, on three

occasions, once for each type of search,

ensuring that all assessment criteria are

covered.







[Unit code]


the unit

Skills for Justice


[awarding bodies]




Title: Manage conflict

Level: 3

Credit Value: 3

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

1. Understand legislation and other

relevant guidance related to

managing conflict

1.1 Identify the legislation, organisational

requirements, national guidelines and

personal responsibilities (including level

of training and duty of care) that relate

to managing conflict

1.2 Explain why it is important to adhere to

national guidelines relating to working

appropriately with children and young

people

1.3 Explain the procedures for recording

and reporting incidents involving

personal safety skills and equipment

2. Be able to apply conflict

management skills and techniques

2.1 Gather information in order to make a

threat assessment

2.2 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 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

Ensures that your actions and words

signal non-aggression 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


2.4 take action to defuse conflict with both

compliant and non-compliant people

that:

will not make the situation worse and

promotes calmness and reassurance

is consistent with the organisation’s

policies, procedures and your legal

responsibilities and training

2.5 when applying conflict management

skills ensure your actions:

act in a way that values people as

individuals




correctly and timely

3. Use personal safety skills and any

issued equipment

3.1 use appropriate skills at the incident

ensuring that:

force used during the incident is

reasonable, proportionate and

necessary

a duty of care and aftercare is

demonstrated

3.2 carry and use approved personal

protective and communication

equipment in line with organisational

operating procedures and training in

order to:

communicate accurate and clear

information to the individual(s),

colleagues and other specialist staff

promptly and accurately report on the

incident, justify or evidence the action

taken

3.3 promptly inform a supervisor of the

actions taken during the incident

3.4 When using personal safety skills and

equipment ensure

people are valued as individuals

people as individuals

risks to health and safety are

managed

law enforcement actions are used

proportionately and actions are

recorded and used correctly and


timely

Additional Information about the unit Unit aim(s) This unit covers managing conflict i.e.

recognising and dealing with a range of

behaviours and actions. The learner must

respond in ways that do not provoke conflict,

and seeking to defuse situations where such

behaviour is present. They must use

appropriate personal safety skills (including

self defence and restraint) and equipment.





GC10, AA1, AB1, AE1, AF1, CA1



appropriate)

N/A



appropriate)



demonstrated in the workplace for all

learning outcomes







[Unit code]


the unit

Skills for Justice




CB1 Gather and submit information to support law enforcement objectives

Title: Gather and submit information to support law enforcement

objectives

Level: 3

Credit Value: 2

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:


and organisational requirements

related to gathering and submitting

information




gathering, submitting, retaining,

recording and disseminating

information


health and safety

disseminating and disclosing

confidential information and

contacts

1.2 identify the types and sources of

information that has the potential to

support law enforcement objectives

1.3 describe the National Intelligence Model

or a model relevant to their

organisation and explain how it fits

within their organisation

1.4 explain the importance of maintaining

the security, integrity and continuity of

information and sources, and how this

is achieved

1.5 distinguish between information and

evidence, and the procedures to follow

for each

2. Be able to gather and submit

information that has the potential to

support law enforcement objectives

2.1 use ethical and lawful methods to

gather information, ensuring that it’s

security, integrity and confidentiality is

maintained

2.2 conduct an initial evaluation of

information, including an assessment of

risk and take any necessary immediate

action

2.3 record information (including

provenance ) using appropriate


systems and protocols

2.4 submit information to the appropriate

person in an appropriate format and

using recognised submission methods

2.5 communicate effectively when

gathering information and act in a way

which:

promotes equality

respects diversity

values people as individuals

manages risks to health and safety


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

work in accordance with the requirements of

the National Intelligence Model used in their

organisation (for example, National

Intelligence Model for policing). They must

identify information that has the potential to

become intelligence from a variety of

situations and sources (human and

technical), and conduct an initial assessment

and grading of that information.





Unit CB1, AA1, AB1, AE1, AF1, CA1



appropriate)

N/A



appropriate)

Knowledge Element




workplace



demonstrated on three occasions of which at

least two must be in the work place








[Unit code]


the unit

Skills for Justice




CI101 Conduct Priority and Volume Investigations

Title: Conduct priority and volume investigations

Level: 3

Credit Value: 5

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:

1. Know and understand the legal and

organisational requirements in

relation to conducting priority and

volume investigations

1.1 describe the legislation, policies,

procedures, codes of practice in

relation to conducting

investigations

1.2 explain what support should be

provided to victim(s), potential

witnesses and suspects

1.3 outline the types of investigation

that are within their limits of

responsibility

1.4 specify the restrictions that apply

to the disclosure of sensitive

information

1.5 explain the purpose and

importance of risk assessments

within the context of priority and


2. Know and understand the

professional practice applicable to

conducting priority and volume

investigations

2.1 recognise the impact of crime and

criminality upon the community

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 how applying an

investigative mindset can

contribute to the investigative

process

3. Be able to conduct priority and


3.1 investigate the incident ensuring

that they understand it’s nature

3.2 identify the need for any

additional support (e.g. specialist,

line management, external


agencies) and take appropriate

action to minimise risk

3.3 identify and deal appropriately

with victims, suspects and

potential witnesses, assessing the

factors likely to impact on the

investigation (e.g. vulnerability,

language, culture, lifestyle,

repeat/linked incidents)

3.4 identify and take the necessary

steps to protect and preserve the

scene

3.5 gather all available material,

retain and record in line with

current legislation and policy

3.6 identify and prioritise all lines of

enquiry (e.g. suspects, witnesses,

victims, forensic/scientific,

intelligence, property,

technology)

3.7 identify and take steps to deal

with any suspects

3.8 deal with persons in custody

diligently and expeditiously,

ensuring the custody officer is

kept informed of progress to

reach a decision on disposal

3.9 ensure that victims, witnesses

and families are kept informed,

and provided with any necessary

support and protection

3.10 demonstrate whilst conducting an

investigation that their actions

are lawful

promote equality and respect

diversity

are communicated effectively

4. Be able to complete and submit

documentation relating to priority

and volume investigations.

4.1 fully document all actions taken

in accordance with current policy

and legislation

4.2 prepare and submit case files in

compliance with legislation and

the manual of guidance for file

completion

4.3 prepare evidence for

presentation to courts and other

hearings


4.4 pass on any information and

intelligence that may be relevant

to other investigations, promptly,

to the appropriate person or

department


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

volume incidents. They will need to be

able 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 be

able to develop initial lines of enquiry

and deal with any victim(s), witnesses

and suspects appropriately. In

addition, they will need to ensure that

the appropriate people are briefed

about the status of the investigation to

maintain continuity.





Unit CI101, AA1, AB1, AE1, AF1, CA1



appropriate)

Serious and complex investigations are

covered by another unit. (CI102)



appropriate)

Knowledge Element


demonstrated in a learning and

development environment prior to

application in the workplace




workplace



This unit is endorsed by Skills for

Justice, the Sector Skills Council for

Justice

Location of the unit within the [Unit code]




the unit

Skills for Justice




CJ101 Interview Victims and Witnesses

Title: Interview victims and witnesses in relation to priority and


Level: 3

Credit Value: 5

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:


and organisational requirements in

relation to interviewing victims and

witnesses

1.1 identify the key features of

legislation, policies, procedures,

codes of practice, professional

practice and organisational

requirements and guidelines in

relation to:

conducting interviews with


race, diversity and human

rights

health, safety, security and

welfare

dealing with victims and

witnesses in an ethical and

effective manner

rules of evidence and

disclosure

2. Know and understand the principles

of interviewing victims and

witnesses

2.1 describe the features of an

interview strategy and indicate

resources which can assist in

developing the strategy

2.2 identify the relevant points they

need to prove during the

interview

2.3 classify 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

3. Be able to plan and prepare

interviews with victims and

witnesses

3.1 prepare a written plan for an

interview taking into account the

legal nature of the incident to be

investigated and the

circumstances under which

interviews can be conducted

3.2 determine whether the individual

is fit for interview by making a

basic assessment of:

physical condition

mental condition

emotional condition

3.3 plan and prepare for interviews

by:

identifying the category of

interviewee (e.g. vulnerable,

intimidated, significant)

reviewing all available

material

consulting with relevant

others (e.g. prosecutors, legal

representatives, appropriate

adults, health care

professionals, custody

officers, officers required for

legal authorities, colleagues,

interpreters)

establishing an appropriate

time, place and environmental

conditions for the interview

setting up the necessary

interview location and

resources (e.g. relevant

documentation, exhibits,

appropriate adult or

interpreter)

4. Be able to conduct interview with


4.1 explain the interview process to

all those present and confirm

their understanding

4.2 conduct interviews with victims


and witnesses in a manner which:

maintains the security and

welfare of all present

is ethical and effective

employs appropriate interview

techniques and

communication methods to

obtain an accurate account

makes appropriate use of

exhibits

addresses any contingencies

which arise (e.g. medical,



conditions)

4.3 complete all relevant

documentation, and obtain any

necessary endorsements (e.g.

interview notes, pocket notebook,

criminal justice statements,

including victim personal

statements and exhibit forms)

4.4 conclude the interview by

informing all those present of the

next steps including, where

appropriate, the relevant legal

processes

5. Know how to evaluate and carry out

post-interview procedures with


5.1 evaluate the interview and all

available material and prioritise

any further action (e.g. pursue

further lines of enquiry, brief

others, update intelligence

systems )

5.2 update relevant others based on

the evaluation of the interview

5.3 evaluate their own performance

in interviews and identify any

learning points


Unit aim(s) This unit is about interviewing victims

and witnesses as part of priority and

volume investigations. The unit covers

interviews conducted at police premises

or elsewhere. The learner must plan

and prepare for both formal and

informal interviews by developing an

interview strategy, assessing the

interviewee’s fitness for interview, and


setting up an appropriate location. They

must conduct interviews in accordance

with legislation, policy and other

guidelines using appropriate

interviewing techniques and

communication skills. Finally, learners

are expected to evaluate interviews

(including their own performance) and

take any necessary further action in

relation to investigations.





CJ101, AA1, AB1, AE1, AF1, CA1



appropriate)

N/A



appropriate)

Knowledge Element







assessed on three occasions in the

workplace, two interviews must be with

a victim(s) and one interview must be

with a witness





Justice



[Unit code]


the unit

Skills for Justice




CJ201 Interview Suspects

Title: Interview suspects in relation to priority and volume

investigations

Level: 3

Credit Value: 5

Learning Outcomes

The learner will:

Assessment Criteria

The learner can:


and organisational requirements in

relation to interviewing suspects


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

2. Know and understand the principles

of interviewing suspects

2.1 describe the features of an

interview strategy and indicate

resources which can assist in

developing the strategy

2.2 describe the role of ‘relevant

others’ regarding the interview of

suspects (e.g. prosecutors, legal


adults, health care professionals,

custody officer, officers required

for legal authorities, colleagues,

interpreters)

2.3 describe the features of approved

interview techniques and


2.4 explain the importance of

appropriate timings locations and

environmental conditions to the

conduct of interviews (e.g. urgent

interviews, interviews at the


scene, in police premises,

healthcare facility)

2.5 describe the types of

contingencies (e.g. legal,

medical, welfare, abusive or

aggressive behaviour, technical

faults, complaints and

environmental conditions) that

might arise during interview and

how to deal with them

2.6 describe the procedures and

reasons for assuming

responsibility for suspects

3. Be able to plan and prepare

interviews with suspects

3.1 review the material in relation to

the incident in question (e.g.

information, objects, written

documentation, audio recording,

passive data generators, visual

images)

3.2 identify the factors that affect a

suspect’s fitness for interview,

and explain how these inform

their approach to interviews (e.g.

intoxication by drink or drugs,

behaviour, age, physical disorder

or disability, learning disability,

mental health)

3.3 describe the use of the following

resources during interviews:

audio/video recording

equipment

appropriate documentation

exhibits

3.4 prepare for a pre-interview

briefing with a legal advisor by

determining the extent and

supply of appropriate material

4. Be able to conduct an interview with

a suspect

4.1 deliver a pre-interview briefing

to a legal representative prior to

interview

4.2 assume responsibility for a

suspect ensuring their safety,

security and welfare and that of

relevant others (e.g. legal


adults, healthcare professionals,

interpreters and colleagues)

4.3 explain the interview process to


all those present and confirm

understanding

4.4 use the required caution,

evidential or special warning and

confirm the suspect’s

understanding

4.5 conduct interviews with suspects

in a manner which:

is ethical and effective

employs appropriate interview

techniques and


makes appropriate use of

exhibits

addresses any contingencies

which arise (e.g. medical,



conditions)

4.6 conclude the interview by

informing all those present of the

next steps including, where

appropriate, the relevant legal

processes

4.7 complete all relevant

documentation, and obtain any

necessary endorsements e.g.

interview notes, pocket notebook,

criminal justice statements and

exhibit forms

5. Be able to evaluate interviews with

suspects and carry out post-

interview procedures

5.1 evaluate the interview and all

available material and prioritise

any further action (e.g. other

lines of enquiry, charge, release,

arrest or no further action)

update relevant others and

intelligence systems based on

the evaluation of the interview

evaluate their own performance

in interviews and identify any

learning points


Unit aim(s) 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 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

conduct interviews in accordance with

legislation, policy and other guidelines

using appropriate interviewing

techniques and communication skills.

Finally, learners are expected to

evaluate interviews (including their own

performance) and take any necessary

further action.





CJ201, AA1, AB1, AE1, AF1, CA1



appropriate)

N/A



appropriate)

Knowledge Element







assessed on three occasions in the

workplace.





Justice



[Unit code]


the unit

Skills for Justice




Annex 6 - Some ‘Frequently Asked Questions’

1. What are the differences in curriculum delivery with the new IPLDP qualification?

The new qualification has been consulted on and developed in the context of the current IPLDP. The new qualification does NOT require changes to the curriculum

content and delivery.

2. When will students be assessed for the new qualification?

The evidence requirement for the ‘Knowledge Element’ for the units should be

delivered and assessed within the training environment. The rest of the evidence (other than for the ‘PIP’ units) can be delivered and assessed from either within

the tutor phase or during independent patrol. The ‘PIP’ units will continue to require student officers to be assessed for completion during the independent patrol phase.

3. Can scenario and simulation be used for assessing competence?

Forces may use scenario/simulation based assessment where there are limited

opportunities to demonstrate competence in the workplace against all of the learning outcomes or that the length of time for opportunities to arise is

considered too long. Scenarios/simulations may also be used where a force considers there use would:

▪ Provide a more consistent demonstration of competence

▪ Enable them to assess candidates in more difficult circumstances than is likely to happen in their day to day duties

The use of scenarios/simulations cannot be used to cover all of the workplace assessment requirements of the non - PIP units. They should only supplement

when necessary for the reasons listed above.

Forces will need to decide (in consultation with Skills for Justice, the NPIA and their Awarding Body) how to take advantage of this opportunity within the training.

4. What is the standard for scenario-based assessment?

Any scenario-based assessment should reflect a realistic workplace environment

including scenarios, setting and actors. It should replicate the tensions and demands of operational reality. Role play is not acceptable for a scenario-based assessment, nor is it satisfactory to use a classroom without adaptation.

5. Is evidence provided during the tutor phase suitable for work-based assessment of competence?

Yes. As it is with the current NVQs, there is an expectation that candidates will have their competence assessed in the workplace. Workplace assessment can take place in any real policing situation where a candidate demonstrates their


competence against a unit or units and does this without intervention from a tutor, supervisor or fellow officer.

6. What impact will the Diploma have on the role of tutors?

The qualification is designed to enable the maximum evidence possible to be gathered prior to independent patrol, therefore it is expected that tutors will still

be required to carry out some formal assessments as part of their role.

7. Will A1 assessors need to be re-trained to assess for this qualification?

No. Occupationally competent A1 qualified assessors who are familiar with the QCF units will not require re-training to assess for this qualification.

The new IPLDP qualification, as part of the QCF, requires ‘trained’ assessors and not necessarily ‘qualified’ assessors. The Central Authority has approved a

minimum standard for the training of assessors in the policing environment. This is the ‘Police Sector Standard for the Training of Assessors’. It maps fully to the

A1 award and therefore there is no requirement for A1 assessors to be re-trained. As with any new award assessors will need to become familiar with the assessment requirements of the QCF units.

The Police Sector Standard for the Training of Assessors is available for

download on the Managed Learning Environment or the NPIA website.

8. What quality assurance processes will assessors go through in order to assess student officers for the new award?

Units within the qualification must be assessed by occupationally competent personnel who are trained up to the appropriate standard, i.e. the Police Sector

Standard for the Training of Assessors. NPIA are developing learning resources associated with this minimum standard which will be available for local delivery.

Forces and third-party providers delivering assessor training must ensure their programme meets the Police Sector Standard for the Training of Assessors.

The Awarding Bodies will require forces to carry out a specified quality assurance process in order to clearly demonstrate that assessments are fair, reliable and

are nationally consistent.

9. Will there be any difference in registration costs to forces with the new

qualification?

Awarding Bodies will each have their individual pricing structures for qualifications. The new IPLDP qualification is a smaller qualification than the

current 2 NVQs in Policing; therefore a lower registration fee might be expected.

10. What are the funding implications for those forces with ‘Direct Claim’ or

‘Draw down’ funding arrangements to receive Learning & Skills Council (LSC) funding support?

Nationally, LSC’s have a priority to fund Level 2 qualifications but regional LSCs

appear to interpret national guidelines differently as to which qualifications meet national funding criteria to suit their local skills needs.


As a ‘full’ qualification at Level 3, the new Diploma is more likely to be eligible

for funding support than the current qualifications at Levels 3 and 4, however forces will need to discuss any LSC funding arrangements with representatives from the local LSC. Continued funding may require the completion of a ‘Joint

Investment Framework’ (templates and guidance available from Skills for Justice).

11. When can forces start registering candidates for the IPLDP and PCSO qualifications?

Our current understanding is that the main national awarding organisations

(OCR, Edexcel and City & Guild) are planning to launch the new qualification for IPLDP student officer registrations on the 1st January 2010.

Because the PCSO qualification provides a first opportunity for the accreditation

of PCSOs in many forces, the PCSO qualification launch will be scheduled to allow forces time to identify assessors and other internal capacity to deliver and assess PCSOs for the new qualification. The PCSO qualification is expected to be

launched before April 2010.

12. When is the last date on which students can be registered for the current

NVQs in Policing?

The current NVQs in Policing expire for new registrations on the 31st December 2009. All students registered for the NVQs must complete their assessments by

2012.

13. When is the latest date by which forces should have introduced the new

IPLDP Qualification?

Forces should introduce the new award by 1st April 2010 to align with the life cycle of the current award. Forces who are unable to comply with this

requirement may seek an extension through the Chair of the Central Authority.

14. How will the Level 3 Diploma fit with Foundation Degree arrangements?

Foundation Degrees are qualifications assessed at Level 4 (year 1) and Level 5 (year 2). The Level 3 Diploma does not require assessment of academic knowledge or skills at Foundation Degree level. As such, there are additional

elements to a Foundation Degree which will not be in the Diploma. That said the Level 3 Diploma could contribute towards Foundation Degree completion if the

FD has been aligned with the IPLDP learning outcomes. It should also be noted that the Diploma will also provide additionality to the

conditions of most Foundation Degrees, primarily around the demonstration of operational competence observed in the workplace.

15. How might Higher Education support the delivery of the new award?

Completion of the award units may be an assessed element and pre-requisite for successful completion of a Higher Education (HE) study programme.


16. How might the new award fit with ‘Pre-join’ programmes which are being developed?

Completion of an assessed pre-join programme may be used as credit towards the new award. NPIA is working with Skills for Justice, Forces and Institutes of Higher Education to develop some national models of pre-join schemes.

In order to provide the work-based assessment element for the award, students

on a ‘pre-join’ programme will need to fully participate in policing activities on an employed or voluntary capacity.

17. How might Further Education support the delivery of the new award?

Further Education (FE) may train assessors, and may collaborate with forces by providing the delivery and assessment of knowledge elements as detailed within

the QCF units for either PCSOs or PCs

Completion of the award’s units may constitute an assessed element for successful completion of an FE study programme. In order to provide the work-based assessment element for the award, the students will need to fully

participate in policing activities on an employed or voluntary capacity.

18. How will Accreditation of Prior Learning (APL) work for PCSOs who transfer

to become student police officers?

PCSOs who have achieved the new PCSO award and who go on to become student police officers can achieve accredited prior certificated learning for units

common to the PCSO award and the Diploma in Policing, provided their Certificate is 'current'. Currency of policing qualifications has still to be finalised

but for most qualifications it is typically 3-5 years. PCSOs who have not achieved credit against any of the units with the PCSO

Certificate will need to be assessed against all of the units in the Diploma for accreditation purposes.

19. Are student police officers ready for confirmation on completion of the Diploma?

Student officers can only be considered competent once they:

▪ Have been assessed to completion for the Diploma

▪ Have been declared competent by a senior officer on the basis of advice from

the tutors and / or line manager and

▪ Meet the standards within the behavioural framework.

20. Is there a minimum time student officers should take to complete the

requirements of the Diploma?

Whilst there is the option to assess to completion most of the units in the

Diploma within the tutored-phase, 3 of the units (CI101, CJ101 & CJ201) require evidence for completion from the demonstration of practice within the independent patrol phase.


Opportunities to accredit prior learning and less bureaucratic processes may

mean that student officers achieve competence more quickly under the new award. However the point of confirmation is still fixed by the requirements of the current pay threshold. This may be an opportunity for the service to review this

structure but this is beyond the scope of this project.

21. How will student officers be assessed against the IPLDP NOS that are not

part of the qualification?

In line with the Police Constable role profile, the learning curriculum for IPLDP will cover the full 21 NOS. The Student officer performance should continue to

be assessed through the force's normal performance management regime.

22. What will happen to Police Action Checklists (PACs) within the new

qualification structure?

The Police Action Checklist (PAC) will be replaced by a set of operational criteria

more clearly aligned to the new assessment modules. The PACs should be used until the new criteria are available

a guide to the diploma in policing the new national...

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