Course Handbook

BSc (Hons) Professional Policing 2020/2021

Police Constable Pre-Join Degree Course Leader: Dr Bernard Sheridan

UCLan Preston and UCLan Burnley

School of Forensic & Applied Sciences

Please read this Handbook in conjunction with the University’s Student Handbook.

All course materials, including lecture notes and other additional materials related

to your course and provided to you, whether electronically or in hard copy, as part

of your study, are the property of (or licensed to) UCLan and MUST not be

distributed, sold, published, made available to others or copied other than for your

personal study use unless you have gained written permission to do so from the

Dean of School. This applies to the materials in their entirety and to any part of

the materials.

Contents

1 Welcome to the

Course 2 Structure of

the Course

3 Approaches to teaching and learning

4 Student Support

5 Assessment

6 Classification of Awards

7 Student Feedback

8 Appendices

8.1 Programme Specification(s)

1. Welcome to the course

UCLan Burnley programmes, include the following welcome:

It is my great pleasure to welcome you to the Burnley Campus of the University of Central Lancashire. You are joining us at a very exciting time in the evolution of the University and over the next few years you will witness a significant expansion of the campus and our learning community. During your time with us as a student, we will provide you with many opportunities to gain new experiences. Please take advantage of these and immerse yourself fully into University life. The more you engage, the greater the benefits. I hope you have a very successful time with us and I wish you all the best for the year ahead. Specific information on the Burnley Campus can be found on the website: https://www.uclan.ac.uk/burnley/

Dr Ebrahim Adia

Provost, Burnley Campus

The School of Forensic and Applied Sciences at the University of Central Lancashire

provides undergraduate education in the areas of Forensic Science and Policing and

Criminal Investigation. It offers six main areas of specialist education within these

programmes: forensic investigation (crime scene investigation, laboratory analysis and

evidence interpretation), forensic biology, forensic anthropology, forensic chemistry and

policing. It has invested significantly in staff and physical resources in these five areas

since its establishment (initially as the Centre for Forensic Science) in September 2000.

In the time since its inception, it has successfully established itself as the largest provider

of higher education in this field in the UK, and now hosts some 1500 undergraduate

students and over 90 academic members of staff. Its specialist facilities, laboratories and

equipment resources are arguably the best of any UK University.

This booklet contains, in addition to academic information, details of formal routes by

which you can make your views of your educational provision known to us, but we also

welcome more informal feedback and communication from our students. Please be

assured that I and the other staff of the School will do our best to be available to you and

responsive to your needs. As you come to know us over the next few weeks and months,

I hope you will find us and the School to provide a friendly and supportive environment

for you and your studies. Welcome.

Michael Mulqueen

Head of School of Forensic and Applied Sciences

1.1 Rationale, aims and learning outcomes of the course

It is important that both you and your teaching team are clear about what you are striving

to achieve over the apprenticeship and so we have listed the aims here.

The specific aims are:

• To provide the student with the necessary knowledge, understanding and skills

required to carry out the role of Police Constable.

• To enable the student to develop the knowledge, behaviours and skills which will be

relevant to working competently, safely, lawfully and intelligently in many different and

increasingly complex policing contexts.

• To facilitate the development of the student in critical thinking, learning and research

skills, to formulate sound problem solving and evidence based practices.

• Where relevant and appropriate to coordinate learning opportunities within the

university and the workplace which will develop knowledge, skills and behaviours to

meet academic and operational competence.

The specific learning outcomes are as follows:

At the end of the course you will be able to:

• Demonstrate understanding of the legal and professional responsibilities of policing

as a profession, and modern policing strategies, moving forward

• Employ an ethical approach to policing, maintaining the highest professional

standards in providing a service to the public

• Proactively embed equality, diversity and human rights considerations as a core

function of professional practice

• Apply knowledge of criminology, sociology and psychology as relevant to their

professional practice, with particular emphasis upon community policing and crime

prevention

• Engage in lawful, safe and effective front-line policing in the specific professional

areas of response policing, policing communities, policing the roads, information and

intelligence, and conducting investigations

• Demonstrate understanding of the criminal justice system as relevant to the role of

police constable, ensuring effective performance in relation to key criminal justice

procedures and processes

• Acquire, use and enhance professional communication and engagement skills in challenging

and complex situations, including effective use of social media in policing

• Apply conflict management skills, as appropriate and required

• Demonstrate and act upon the fundamental responsibility of the police service to

identify and provide professional support to those who are vulnerable and at risk,

whatever the context

• Proactively identify, protect and support individuals in need of public protection, and

deal professionally with those who perpetrate offences against them

• Understand and engage in effective digital policing, with specific reference to

cyberenabled crime

• Explain and apply national strategies in relation to countering terrorism and perform

the front-line role of the police constable in this specific context

• Acquire and apply appropriate research skills in order to put evidence-based policing

initiatives into practice

• Understand, employ and evaluate evidence-based initiatives in the context of

preventative policing and problem-solving

• Make decisions, founded upon critical thinking, in complex professional situations and

contexts, demonstrating appropriate knowledge and application of powers, legislation

and Authorised Professional Practice

• Actively engage in continual self-reflection, evolving strategies to improve their own

professional practice.

• Research, develop, implement and review practical, evidence-based initiatives to

improve policing performance in these areas and, in so doing, contribute themselves

to the evolving evidence base for effective policing

• Acquire and demonstrate leadership, team working and partnership-working skills in

a policing context

• Exercise autonomy and professional discretion, as appropriate to the role

• Develop and maintain professional resilience in dealing with challenging situations

1.2 Course Team

Dr Bernard Sheridan. Course Leader

Room Number: MB219

Tel: 01772 89 3558

E-mail: BSheridan2@uclan.ac.uk

John Edmondson. Module Tutor

Room: MB219

Tel: 01772 89 4378

E-mail: jledmondson@uclan.ac.uk

Mark Dale. Module Tutor

Room Number MB219

Tel. 01772 893558

Email mcdale@uclan.ac.uk

Andrew Cameron. Module Tutor

Room Number MB219

Tel. 01772 89 4177

E-mail ACameron3@uclan.ac.uk

1.3 Expertise of staff

The course team have many years of experience in the field and this is complemented by

a substantial network of professional contacts who are welcome guest speakers on the

course.

1.4 Academic Advisor

You will be assigned an Academic Advisor who will provide additional academic advice and support during the year. They will be the first point of call for many of the questions that you might have during the year. Your Academic Advisor will be able to help you with personal development, providing insight and direction to enable you to realise your potential.

1.5 Administration details

Campus Admin Services provide academic administration support for

students and staff and are located in the following hub which is open from

8.45am until 5.15pm Monday to Thursday and until 4.00pm on Fridays. The hub can

provide general assistance and advice regarding specific processes such as extenuating

circumstances, extensions and appeals.

UCLan Burnley

Information Building, Princess Way, Room C106

Opening times: 8.45am – 5pm Monday to Thursday, 8.45am – 4pm Friday

telephone: 01772 475500

email: burnleyhub@uclan.ac.uk

1.6 Communication

The university expects you to use your UCLan email address and

check regularly for messages from staff. If you send us email

messages from other addresses they risk being filtered out as

potential spam and discarded unread. You should expect staff to

reply to emails within one working day unless they are on leave or

otherwise away from the university.

Communication on this course will be via your UCLan email address. Course information

assignment details and teaching materials are communicated via Blackboard system.

Appointments with staff should be made by email although they will try to deal with

students who “turn up” at their offices if at all possible.

1.7 External Examiner

The University has appointed an external examiner to your course who helps to ensure

that the standards of your course are comparable to those provided at other higher

education institutions in the UK. The name of this person, their position and home

institution can be found below. If you wish to make contact with your external examiner,

you should do this through your Course Leader and not directly. You can access the

external examiner’s report via the Course site on Blackboard. The School will also send

a sample of student coursework to the external examiner(s) for external moderation

purposes, once it has been marked and internally moderated by the course tutors. The

sample will include work awarded the highest and lowest marks and awarded marks in

the middle range.

To be advised

2. Structure of the course

2.1 Overall structure

The structure of the course is determined by the National Curriculum which has been

developed by the College of Policing working with Police Forces and Higher Education

Institutions across England & Wales. Course content will be approved by The College of

Policing.

Those students who are also special constables will have the opportunity to put learning

into practice in the workplace and work towards achieving independent patrol status.

Year 1

Education during the first year will be set at academic level 4 founded upon areas of

education and professional practice. As well as academic learning, students will focus on

the practical elements of policing. During the first year those students who are successful

in becoming special constables with a partner force may have a period of work placement.

Module

Code

Module Title Credits Semester

FZ1750 Initial Policing Knowledge & Skills 40 Year long

FZ1751 Initial Professional Responsibility 40 Year long

FZ1752 Initial Core Policing 40 Year long

Year 2

The second year of the course reflects a step forward in the development of professional

knowledge and skills along with the responsibilities of the police. Throughout the year the

student will undertake more advanced learning at level 5, across the 5 principal areas of

professional practice; Response Policing, Policing Communities, Policing the Roads,

Information and Intelligence and Conducting Investigations. Learning by those who are

special constables may be reinforced by practical experience achieved through

operational deployment in the identified areas of professional practice by the end of the

second year.

Module

Code

Module Title Credits Semester

FZ 2750 Continuing Policing Knowledge & Skills 40 Year long

FZ 2751 Continuing Professional Responsibility 40 Year long

FZ 2752 Continuing Core Policing 40 Year long

Year 3

Year 3 will focus on gaining a more critical understanding of the knowledge and skills

required in the 5 core policing areas; Response Policing, Policing Communities, Policing

the Roads, Information and Intelligence or Conducting Investigations. A focus for study

during this year will be the specialist research project. The student will also undertake

advanced learning in relation to; evidence–based policing, leadership and team working,

decision making, coaching mentoring and assessing.

Module

Code

Module Title Credits Semester

FZ 3750 Advanced Policing Knowledge & Skills,

Coaching & Mentoring.

40 Year long

FZ 3751 Advanced Core Policing 40 Year long

FZ 3752 Specialist Research Project 40 Year long

There is also a foundation entry route, details of modules can be found in the programme

specification in the appendix.

2.2 Modules available

Each module is a block of learning with defined aims, learning outcomes and assessment.

Each module on this course is worth 40 credits. Once students have been accepted onto

the programme, detailed information about each module can be obtained from the

relevant module descriptor, available via Blackboard.

2.3 Course requirements

It is a requirement that the students complete all the educational and practical elements

of the course in order to gain the full degree. Those who are successful in becoming

special constables will be subject to the conditions of service of the partner police force.

2.4 Module Registration Options

Discussions about your module registration options will take place between you and

academic staff at regular intervals. It is an opportunity for you to make plans for your study

over the next academic year. For those students who are special constables, as well as

academic requirements there are practical workplace elements, including demonstrating

that you are fit for independent patrol.

2.5 Study Time

2.5.1 Weekly timetable

A timetable will be available once you have enrolled onto the programme, through the

Student

Portal

2.5.2 Expected hours of study

40 credits is the size of each module and equals 400 notional learning hours. This will

be achieved through a blend of lectures, seminars, work placement and self-study time .

2.5.3 Attendance Requirements

You are required to attend all timetabled learning activities for each

module. Notification of illness or exceptional requests for leave of

absence in respect of the university elements of the timetable must

be made to:

UCLan Burnley

Information Building, Princess Way, Room C106

Opening times: 8.45am – 5pm Monday to Thursday, 8.45am – 4pm Friday

telephone: 01772 475500

email: burnleyhub@uclan.ac.uk

3. Approaches to teaching and learning

3.1 Learning and teaching methods

The curriculum has been carefully structured so that development proceeds at an

appropriate pace. Lectures and seminars will complement the student’s workplace

development, and acquisition of operational experience on an ongoing basis also enables

the apprentice to independently begin gathering the evidence from their operational work

that will underpin confirmation of their competence in role.

3.2 Study skills

The curriculum provides some specific input on learning and developing the required

study skills. Additional help and support may be accessed via WISER.

http://www.uclan.ac.uk/students/study/wiser/index.php

Study Skills - ‘Ask Your Librarian’ https://www.uclan.ac.uk/students/support/study/it_library_trainer.php You can book a one to one session with a subject Librarian via Starfish. These sessions will help with questions such as “My lecturer says I need a wider variety of sources in my references, what do I do?" "I need to find research articles, where do I start?" "How do I find the Journal of ...?" "How do I use RefWorks?”

3.3 Learning resources

3.3.1 Learning and Information Services (LIS)

The best place to start when exploring the Library resources available to you is; • Your ‘Subject Guide’ can be found in the Library Resources • Your ‘My Library’ tab in the Student Portal

• Library search

Extensive resources are available to support your studies provided by LIS – library and

IT staff. Take advantage of the free training sessions designed to enable you to gain all

the skills you need for your research and study.

LIS provide access to a huge range of electronic resources – e-journals and databases,

eBooks, images and texts.

One of the fundamental skills to master is using the library services. Your university library

user name and identification number have been sent to you and you have already used

them to log into BlackBoard. LIS provide access to a huge range of electronic resources

including e-journals, searchable databases, e-books, images and texts.

Course and module materials are not provided in ‘hard copy’ format, however, wherever

practicable, lecture notes and/or presentations, seminar materials, assignment briefs and

materials and other relevant information and resources are made available in electronic

form via BlackBoard. This is the brand name for the on-line Virtual Learning Environment

(VLE) that the University uses to support and enhance teaching and learning.

All students can access the BlackBoard spaces for the course and modules that they are

registered for. Once logged into your BlackBoard area you can access material from the

course and all of the modules you are studying without having to log in to each module

separately.

You can expect that, on the Course page, you will be able to access:

1. Course Handbook

2. Student Guide to Assessment

3. Timetables

4. Minutes of Staff Student Liaison Committee Meetings

5. External Examiners Report

You can expect that, on each module space, you will be able to access:

1. Module Description

2. Module Booklet

3. Assignment briefs (including a marking scheme), if not included in the module

booklet

4. Generic feedback on coursework assignments

5. Handouts for tutorials and practical’s

6. Lecture notes (no later than 48hrs after the date of the lecture).

7. A past exam paper (if there is an exam in the module)

8. Generic feedback on the examination paper

3.3.2 Electronic Resources

Each student will have access to the university computer network. You will be able to

access the university computer facilities remotely from your own computer.

3.4 Personal development planning

Each student will be encouraged to maintain a personal development portfolio. Those

who are special constables will use their PDP as a means of collecting the evidence that

they will require to demonstrate that they are developing towards independent patrol

status. Throughout the degree you will be encouraged to record your reflections and

development in both the academic and practical elements of the course.

4. Student Support

Information on the support available is at: https://www.uclan.ac.uk/students/

One of the most important things that the School of Forensic & Applied Sciences will give

you is support. Your module tutors will guide you through the curriculum, and will give you

guidance on all aspects of the course and practical work place elements.

4.1 Academic Advisors

You will be assigned an Academic Advisor who will assist with academic

related issues. You will find out more about them and their role in

induction week. They are responsible for providing you with support and

advice in relation to your programme of studies, assistance in accessing

other services available to students within the University, and to offer

whatever help and assistance they can to make your time at the University a satisfying

and stimulating experience. Their job is not to have all the answers but they will be able

to direct you to the person or place where they can be found. Your Academic Advisor

should be supportive, helpful and try to understand (but not necessarily share) your point

of view when you need advice. At times it may be necessary for them to challenge you

over your progress, performance or attendance, but it is not their role to constantly monitor

you in these areas as may have happened at school or college.

You should meet your Academic Advisor during induction week and time has been

allocated on the induction timetable to enable to you do this. During this meeting you

should make arrangements about the process by which future regular contact will be

maintained. You should meet with your Academic Advisor regularly. You should have at

least four meetings in Year 1, with at least three of these being ‘one to one’ meetings.

There should be at least three contacts in Year 2, one of which should be ‘one to one’

and two during Year 3.

There will be appointment sheets by staff offices so that you can arrange meetings either

by booking an appointment or emailing them (details of this are at the front of the booklet).

Throughout the year contact with your Academic Advisor is usually maintained through

e-mail, you should check your university e-mail account regularly.

Both you and your tutors should keep appropriate records of meetings and this will form

part of your Personal Development Process.

4.2 Students with disabilities

There is a named lead for students with disabilities within the school - this is Mark

Toogood MToogood@uclan.ac.uk

4.3 Students’ Union

The Students’ Union offers thousands of volunteering opportunities ranging from

representative to other leadership roles. We also advertise paid work and employ

student staff on a variety of roles. You can find out more information on our website:

http://www.uclansu.co.uk/

5. Assessment

5.1 Assessment Strategy

You will find details of the assessment framework in the programme

specification and module descriptor documents for the course. You will

find a range of assessment methods, which will test a range of academic

and practical skills relevant to the apprenticeship. There are special

arrangements for disability and there may be some flexibility in relation to

deadlines if there are extenuating circumstances.

The Course team recognise the main purpose of assessment as:

• the diagnosis of strengths and weaknesses of individual students;

• encouragement to students to be involved in determining their own performance;

• evaluation as to whether or not the student has met the learning outcomes of the

module and programme in order to progress to the next level or achieve an exit

award.

Assessment is continuous and uses both formative and summative methods. Formative

assessment relates to the continuing and systematic appraisal of the degree of learning.

This helps you by providing feedback on the appropriateness of your study skills in

meeting the learning objectives. It also assists the academic staff by providing information

as to the appropriateness of the learning environment in facilitating student learning.

Formative assessment includes assessment strategies that encourage the student and

tutor to build on the student’s strengths and to plan remedial help to correct identified

weaknesses. Formative assessment encourages the development of personal self-

awareness and self-evaluation such that corrective change can be instigated by the

individual.

The nature of formative assessment varies between modules. In some there are short

tests or essays, while in others there is informal feedback via activities such as tutorials

or discussion of experiment results during laboratory sessions.

It is important that we try to match assessment to the learning outcomes of each module.

Sometimes we need to assess how well you have assimilated facts, sometimes we need

to assess your understanding, and at other times your application of the facts. Often we

need to test all of these learning outcomes at once. In addition, we need to assess skills,

such as your ability to communicate your ideas.

The assessment methods and what we are trying to assess by the particular method are

shown below:

Examinations

Short answer questions are usually looking for how well you have

learned factual information. Essay questions are looking for your

understanding and critical analysis skills.

Presentations

Your presentational skills under pressure are being assessed here, as

is the ability to think on your feet using the facts that you have learned.

Role-plays

These sessions are important in providing you with the opportunity to

put skills that you have learned into practice. You will be placed in a

number of situations, with familiar and unknown individuals. Some

sessions will be assessed by peer and staff appraisal.

Essays

Non-examination situation essays assess your understanding of the

subject as well as your research, written communication and critical

analysis skills.

Case Studies

Research Project

These assess the application of theory to practical situations. They also

assess either your written or oral presentation skills when

communicating your deliberations to the class or marker.

Dissertation This assesses the application of the information that you have gained

and assesses your skills in bringing a large body of work together in a

concise coherent report.

5.2 Notification of assignments and examination arrangements

Assignments will be posted on the BlackBoard space for the individual module and will

include the assessment briefing, marking guide and the deadline clearly outlined. Where

assessment is via examination, students will receive advance notification of the time and

venue for each exam via their electronic timetable. Submission arrangements for course

work will be provided via the module handbook, available via “Blackboard”, the

university’s online virtual learning environment (VLE).

5.3 Referencing

Students on the programme will utilise the Harvard referencing system; instruction and

advice regarding this important issue will be provided in your first year study skills

sessions, with appropriate support material available via our virtual learning environment

“Blackboard”.

5.4 Confidential material

Students are expected to deal with Confidential Information in accordance with the

University’s Policy on Ethics and Data Protection, and The Constabulary’s policy. Prior

to engaging with such information students will receive guidance and training

5.5 Cheating, plagiarism, collusion or re-presentation

Please refer to the information included in section 6.6 of the University Student Handbook

for full definitions. The University uses an online Assessment Tool called Turnitin. A

pseudoTurnitin assignment will be set up using the School space on Blackboard to allow

students to check as many drafts as the system allows before their final submission to

the ‘official’ Turnitin assignment. Students are required to self-submit their own

assignment on Turnitin and will be given access to the Originality Reports arising from

each submission. In operating Turnitin, Schools must take steps to ensure that the

University’s requirement for all summative assessment to be marked anonymously is not

undermined and therefore Turnitin reports should either be anonymised or considered

separately from marking. Turnitin may also be used to assist with plagiarism detection

and collusion, where there is suspicion about individual piece(s) of work.

5.6 How do I know that my assessed work had been marked fairly?

Assessment is an integral part of the course. Module staff work closely together to design assessments, agree the marking criteria and approve final versions of assessments to ensure that these are appropriate. The criteria for assessment will be communicated to you clearly during the module teaching. All module staff engage in development and training in assessment, marking and feedback. Once the assessments have been completed the module team will discuss the assessment methods and marking criteria, prior to starting to mark, so that there is a common understanding of what is expected of students. All assessed modules have moderation built into the marking process. Moderation involves sampling students’ assessed work to make sure that the learning outcomes and agreed marking criteria have been interpreted and applied in the same way. This ensures that you and your fellow students are treated equitably and that the academic standards are applied consistently. During the marking process the module leader will co-ordinate moderation to ensure that at least 10% of assessed work (or a minimum of three pieces) has been reviewed by other markers and any concerns about consistency or accuracy addressed with the whole module team. Your work may or may not be part of this sample, but the processes for developing assessments and marking criteria as well as moderation mean that you can be confident that teaching staff are marking assessments to the same criteria. Module teams may then use feedback from moderation to improve clarity about the nature and purpose of future assessment, or to make changes if required. Modules are also moderated externally. The module leader will arrange for the external examiner to receive a sample of work for review and comment. External examiners cannot change individual grades but can act as ‘critical friends’ and confirm that marking standards are in line with other, similar courses in the sector. If, on reviewing the sample, external examiners feel that the marking criteria have not been applied consistently the work of the whole cohort will be reviewed.

6. Classification of Awards

The University publishes the principles underpinning the way in which awards and results

are decided in Academic Regulations. Decisions about the overall classification of awards

are made by Assessment Boards through the application of the academic and relevant

course regulations.

7. Student Feedback

You can play an important part in the process of improving the quality

of this course through the feedback you give. You will be encouraged

to give feedback on the course content and the way in which it is

delivered. Feedback has resulted in many positive changes being made

to the way the course is delivered.

7.1 Student Staff Liaison Committee meetings (SSLCs)

Details of the Protocol for the operation of SSLCs is included in section 8.2 of the

University Student Handbook. Students elect their own representatives for each year of

the programme; these individuals meet staff on a regular scheduled basis to discuss the

running of the course. The minutes of these meetings are made available via the course

“Blackboard” site.

8. Appendices

8.1 Programme Specification(s)

UNIVERSITY OF CENTRAL LANCASHIRE

Programme Specification (College of Policing QSA)

This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.

Sources of information on the programme can be found in Section 17

1. Awarding Institution / Body

University of Central Lancashire

2. Teaching Institution and Location of Delivery

University of Central Lancashire. University Campus Preston University Campus Burnley

3. University School/Centre

School of Forensic and Applied Sciences

4. External Accreditation

College of Policing Approved Course

5. Title of Final Award

BSc (Hons) Professional Policing

6. Modes of Attendance offered

Full Time and Part Time

7a) UCAS Code

PP10

7b) JACS Code and HECOS

F410 100486

8. Relevant Subject Benchmarking Group(s)

9. Other external influences

Police Constable Degree National Programme Specification & Curriculum. Police Force requirements

10. Date of production/revision of this form

November 2017 Revised May 2019

11. Aims of the Programme

To provide the student with the necessary knowledge, understanding and skills relevant to the role of Police Constable.

To enable the student to develop the knowledge, behaviours and skills which will be relevant to working competently, safely, lawfully and intelligently in many different and increasingly complex policing contexts.

To facilitate the development of the student in critical thinking, learning and research skills, to formulate sound problem solving and evidence based practices.

To coordinate learning opportunities within the university which will develop knowledge, skills and behaviours to meet academic competence and the potential for future operational competence.

12. Learning Outcomes, Teaching, Learning and Assessment Methods

A. Knowledge and Understanding

A1. Demonstrate understanding of the legal and professional responsibilities of policing as a profession, and modern policing strategies, moving forward

A2. Employ an ethical approach to policing, maintaining the highest professional standards in providing a service to the public

A3. Proactively embed equality, diversity and human rights considerations as a core function of professional practice

A4. Apply knowledge of criminology, sociology and psychology as relevant to their professional practice, with particular emphasis upon community policing and crime prevention

A5. Engage in lawful, safe and effective front-line policing in the specific professional areas of response policing, policing communities, policing the roads, information and intelligence, and conducting investigations

A6. Demonstrate understanding of the criminal justice system as relevant to the role of police constable, ensuring effective performance in relation to key criminal justice procedures and processes

Teaching and Learning Methods

The programme will be developed to include a wide range of teaching and learning methods including traditional lectures seminars and tutorials, along with blended learning approaches, There will be an emphasis of the development of practical skills through role play and presentations

Assessment methods

A blend of recognised assessment methodology will be used to assess the academic and professional practice elements. As well as assessment through coursework, the students’ practical skills will be assessed by role-play, exercises and presentations.

B. Subject-specific skills

B1. Acquire, use and enhance professional communication and engagement skills in challenging and

complex situations, including effective use of social media in policing

B2. Apply conflict management skills, as appropriate and required

B3. Demonstrate and act upon the fundamental responsibility of the police service to identify and provide professional support to those who are vulnerable and at risk, whatever the context

B4. Proactively identify, protect and support individuals in need of public protection, and deal professionally with those who perpetrate offences against them

B5. Understand and engage in effective digital policing, with specific reference to cyber-enabled crime

B6. Explain and apply national strategies in relation to countering terrorism and perform the front-line role of the police constable in this specific context

Teaching and Learning Methods

The programme will be developed to include a wide range of teaching and learning methods including traditional lectures seminars and tutorials, along with blended learning approaches. There will be an emphasis of the development of practical skills through role play and presentations.

Assessment methods

A blend of recognised assessment methodology will be used to assess the academic and professional practice elements. As well as assessment through coursework, the students’ practical skills will be assessed by role-play, exercises and presentations.

C. Thinking Skills

C1. Acquire and apply appropriate research skills in order to put evidence-based policing initiatives into

practice

C2. Understand, employ and evaluate evidence-based initiatives in the context of preventative policing and problem-solving

C3. Make decisions, founded upon critical thinking, in complex professional situations and contexts,

demonstrating appropriate knowledge and application of powers, legislation and Authorised Professional Practice

C4. Actively engage in continual self-reflection, evolving strategies to improve their own professional practice.

C5. Research, develop, implement and review practical, evidence-based initiatives to improve policing performance in these areas and, in so doing, contribute themselves to the evolving evidence base for effective policing

Teaching and Learning Methods

The programme will be developed to include a wide range of teaching and learning methods including traditional lectures seminars and tutorials, along with blended learning approaches, There will be an emphasis of the development of practical skills through role play and presentations.

Assessment methods

A blend of recognised assessment methodology will be used to assess the academic and professional practice elements. As well as assessment through coursework the students’ practical skills will be assessed by role-play, exercises and presentations.

D. Other skills relevant to employability and personal development

D1. Acquire and demonstrate leadership, team working and partnership-working skills in a policing

context

D2. Exercise autonomy and professional discretion, as appropriate to the role

D3. Develop and maintain professional resilience in dealing with challenging situations

Teaching and Learning Methods

The programme will be developed to include a wide range of teaching and learning methods including traditional lectures seminars and tutorials, along with blended learning approaches, There will be an emphasis of the development of practical skills through role play and presentations.

Assessment methods

A blend of recognised assessment methodology will be used to assess the academic and professional practice elements. As well as assessment through coursework the students’ practical skills will be assessed by role-play, exercises and presentations

13. Programme Structures

14. Awards and Credits

Level Module Code

Module Title Credit rating

Level 6

FZ3753 FZ3751 FZ3752

Advanced Policing Knowledge, Skills, and Professional Advanced Core Policing Specialist Research Project One of the following options

20

40

40

20

Bachelor Honours Degree Professional Policing Requires 360 credits including a minimum of 220 at Level 5 or above and 100 at Level 6 Bachelor Degree Professional Policing

FZ3041 FZ3042 FZ3046 FZ3049 FZ3050 FZ3056 FZ3055

Major Crime Inquiries Policing Cybercrime* Fraud & Asset Recovery International Humanitarian and Criminal Law* Counter Terrorism Major Operations* Investigating Exploitation* *options available at UCLan Preston only

Requires 320 credits including a minimum of 220 at Level 5 or above and100 at Level 6

Level 5

FZ2750

FZ2751

FZ2752

Continuing Policing Knowledge & Skills Continuing Professional Responsibility Continuing Core Policing

40

40

40

Diploma of Higher Education In Policing Requires 240 credits including a minimum of 180 at Level 5 or above

Level 4

FZ1750

FZ1751

FZ1752

Initial Policing Knowledge & Skills Initial Professional Responsibility Initial Core Policing

40

40

40

Certificate of Higher Education Requires 120 credits at Level 4 or above

Level 3

FZC013 LWC017 FZC071 FZC012 FZC001

Study Skills Key Issues in Law & Criminology Introduction to Forensic Science Professional Policing Investigation Project

30

30

20

20

20

Students who exit after the Foundation year will receive a transcript of their modules and grades

15. Personal Development Planning

Students will maintain a record of their personal development alongside their educational achievement. They will be required to carry out critical reflection and develop action plans based on the skills and professional practice elements of the course. This will be achieved through exercises run within the university, and students’ own experiences.

16. Admissions criteria

Applicants will normally be required to have, one of: BBC -ABB at A2, ND DDM. In addition applicants will be required to have Maths and English GCSE at Grade C or equivalent. International applicants will be required to have a minimum level of proficiency in English Language equivalent to IELTS grade 6 with no subscore lower than 5.5 Applications from individuals with non-standard qualifications, relevant work or life experience and who can demonstrate the ability to cope with and benefit from degree-level studies are welcome. If candidates have not studied recently they may be required to undertake an Access programme. APL/APEL will be assessed through standard University procedures. Please consult the UCLAN admissions department for the most up to date requirements. FOUNDATION Year Entry (on campus) Entry to this Programme requires, DDD at A2, BTEC extended MMP BTEC DM, Pass Access Course with 72 UCAS points, IB- Pass Diploma with 72 UCAS points including HL Chemistry or Biology In addition, applicants will be required to have Maths and English GCSE at Grade C/4 or equivalent. International Applicants will be required to have a minimum level of proficiency in English Language equivalent to IELTS grade 6 with no sub score lower than 5.5.

17. Key sources of information about the programme

Appendix A - Pre-Join Policing Degree National Programme Specification Appendix B - The National Policing Curriculum Appendix C - Pre-join Degree in Professional Policing: Guidance for licencees Appendix D - College of Policing QA Guidance UClan Website www.uclan,ac.uk Course Handbook

18. Curriculum Skills Map

Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed

Level Module Code

Module Title Core (C), Compulsory (COMP) or Option

(O)

Programme Learning Outcomes

Knowledge and understanding

Subject-specific Skills Thinking Skills Other skills relevant to employability & development

A1 A2 A3 A4 A5 A6 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 D1 D2 D3

LE

VE

L 6

FZ3753 Advanced Policing Knowledge, Skills, and Professional Responsibility

Comp √ √ √ √ √ √ √ √ √ √

FZ3751 Advanced Core Policing Comp √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

FZ3752 Specialist Research Project Comp √ √ √ √ √ √ √ √ √ √ √ √

FZ3041 Major Crime Enquiries O √ √ √ √ √ √ √ √ √ √ √ √ √

FZ3042 Policing Cybercrime O √ √ √ √ √ √ √ √ √ √ √ √ √

FZ3046 Fraud & Asset Recovery O √ √ √ √ √ √ √ √ √ √ √ √

FZ3049 International Humanitarian & Criminal Law

O √ √ √ √ √ √ √ √ √ √ √ √ √

FZ3050 Counter Terrorism O √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

FZ3055 Investigating Exploitation O √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

FZ3056 Major Operations O √ √ √ √ √ √ √ √ √ √ √ √ √ √

L 5

FZ2750 Continuing Professional Skills Comp √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

FZ2751 Continuing Professional Responsibility Comp √ √ √ √ √ √ √ √ √ √ √ √ √ √

FZ2752 Continuing Core Policing Comp √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

L 4

FZ1750 Initial Policing Knowledge & Skills Comp √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

FZ1751 Initial Professional Responsibility Comp √ √ √ √ √ √ √ √ √ √ √ √ √ √

FZ1752 Initial Core Policing Comp √ √ √ √ √ √ √ √ √ √ √ √ √

LE

VE

L 3

FZC013 Study Skills Comp √ √ √ √ √ √ √ √

LWC017 Key Issues in Law & Criminology Comp √ √ √ √ √ √ √ √ √

FZC071 Introduction to Forensic Science Comp √ √ √ √ √ √ √ √ √ √ √

FZC012 Professional Policing Comp √ √ √ √ √ √ √ √ √ √ √ √ √ √

FZC001 Investigation Project Comp √ √ √ √ √ √ √ √ √ √ √

2

19. LEARNING OUTCOMES FOR EXIT AWARDS: Learning outcomes for the award of: Certificate of Higher Education A1 Describe the legal and professional responsibilities of policing as a profession, and modern policing

strategies, moving forward

A2 Describe how an ethical approach to policing, maintains the highest professional standards in providing a service to the public

A3 Illustrate equality, diversity and human rights considerations in policing

A4 Outline knowledge of criminology, sociology and psychology, with particular emphasis upon community policing and crime prevention

A5 Describe lawful, safe and effective front-line policing in the specific professional areas of response policing, policing communities, policing the roads, information and intelligence, and conducting investigations

A6 Demonstrate understanding of the criminal justice system as relevant to the role of police constable, ensuring effective performance in relation to key criminal justice procedures and processes

B1 Acquire and use professional communication and engagement skills, including effective use of social media in policing

B2 Demonstrate appropriate conflict management skills

B3 Demonstrate the fundamental responsibility of the police service to identify and provide professional support to those who are vulnerable and at risk

B4 Explain how to identify, protect and support individuals in need of public protection, and deal professionally with those who perpetrate offences against them

B5 Understand effective digital policing, with specific reference to cyber-enabled crime

B6 Explain national strategies in relation to countering terrorism

C1 Demonstrate appropriate academic skills

C2 Understand evidence-based initiatives in the context of preventative policing and problem-solving C3 Demonstrate appropriate knowledge and application of powers, legislation and Authorised

Professional Practice

C4 Actively engage in continual self-reflection

C5 Explain how evidence-based initiatives improve policing performance D1 Develop team working and partnership-working skills in a policing context

D2 Demonstrate an understanding of professional discretion

D3 Develop professional resilience in dealing with situations

Learning outcomes for the award of: Diploma of Higher Education – Professional Policing A1 Demonstrate understanding of the legal and professional responsibilities of policing as a profession,

and modern policing strategies, moving forward

3

A2 Employ an ethical approach to policing, maintaining the highest professional standards in providing a service to the public

A3 Apply equality, diversity and human rights considerations

A4 Apply knowledge of criminology, sociology and psychology with particular emphasis upon community policing and crime prevention

A5 Engage in lawful, safe and effective front-line policing in the specific professional areas of response policing, policing communities, policing the roads, information and intelligence, and conducting investigations

A6 Demonstrate understanding of the criminal justice system as relevant to the role of police constable, ensuring effective performance in relation to key criminal justice procedures and processes

B1 Acquire, use and enhance professional communication and engagement skills including effective use of social media in policing

B2 Apply conflict management skills, as appropriate and required

B3 Demonstrate and act upon the fundamental responsibility of the police service to identify and provide professional support to those who are vulnerable and at risk

B4 Proactively identify, protect and support individuals in need of public protection, and deal professionally with those who perpetrate offences against them

B5 Understand and engage in effective digital policing, with specific reference to cyber-enabled crime

B6 Explain and apply national strategies in relation to countering terrorism

C1 Acquire and apply appropriate research skills in order to put evidence-based policing initiatives into practice

C2 Understand and employ evidence-based initiatives in the context of preventative policing and problem-solving

C3 Make decisions, founded upon critical thinking, demonstrating appropriate knowledge and application

of powers, legislation and Authorised Professional Practice

C4 Actively engage in continual self-reflection, evolving strategies to improve their own professional practice.

C5 Research and develop, evidence-based initiatives to improve policing performance in these areas D1 Acquire and demonstrate leadership, team working and partnership-working skills in a policing context

D2 Exercise professional discretion

D3 Develop and maintain professional resilience in dealing with challenging situations

Learning outcomes for the award of: Bachelor’s Degree – Professional Policing A1 Demonstrate understanding of the legal and professional responsibilities of policing as a profession,

and modern policing strategies, moving forward

A2 Employ an ethical approach to policing, maintaining the highest professional standards in providing a service to the public

A3 Embed equality, diversity and human rights considerations as a core function of professional practice

4

A4 Apply knowledge of criminology, sociology and psychology as relevant to their professional practice, with particular emphasis upon community policing and crime prevention

A5 Engage in lawful, safe and effective front-line policing in the specific professional areas of response policing, policing communities, policing the roads, information and intelligence, and conducting investigations

A6 Demonstrate understanding of the criminal justice system as relevant to the role of police constable, ensuring effective performance in relation to key criminal justice procedures and processes

B1 Acquire and use professional communication and engagement skills in challenging and complex situations, including effective use of social media in policing

B2 Apply conflict management skills, as appropriate and required

B3 Demonstrate and act upon the fundamental responsibility of the police service to identify and provide professional support to those who are vulnerable and at risk

B4 Identify, protect and support individuals in need of public protection, and deal professionally with those who perpetrate offences against them

B5 Understand and engage in effective digital policing, with specific reference to cyber-enabled crime

B6 Explain and apply national strategies in relation to countering terrorism and perform the front-line role of the police constable in this specific context

C1 Acquire and apply appropriate research skills in order to put evidence-based policing initiatives into practice

C2 Understand, employ and evaluate evidence-based initiatives in the context of preventative policing and problem-solving

C3 Make decisions, founded upon critical thinking, demonstrating appropriate knowledge and application

of powers, legislation and Authorised Professional Practice

C4 Actively engage in continual self-reflection, evolving strategies to improve their own professional practice.

C5 Research and develop, evidence-based initiatives to improve policing performance. D1 Acquire and demonstrate leadership, team working and partnership-working skills in a policing context

D2 Exercise autonomy and professional discretion

D3 Develop and maintain professional resilience in dealing with challenging situations