A Guide to the Diploma in Policing the new National...
Transcript of 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
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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.
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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
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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
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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
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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
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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
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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.
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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
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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.
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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.
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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
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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.
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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.
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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.
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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)
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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
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
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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
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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
victims and witnesses
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:
apply principles of equality,
diversity and anti-discrimination
practice
manage risks to health and safety
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
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4.4 when assessing the needs of victims,
and witnesses ensure actions:
apply principles of equality,
diversity and anti-discrimination
practice
manage risks to health and safety
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
Details of the relationship between the
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
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Availability for use
Availability for delivery [Start of accreditation]
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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)
1.2 explain the reasons why it is important
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
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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 expiry date [End of accreditation]
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Details of the relationship between the
unit and relevant national occupational
standards (if appropriate)
Unit CD1, AA1, AB1, AE1, AF1, CA1
Details of the relationship between the
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 three occasions, covering
two different types of incident.
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 The availability of this unit is shared
Availability for delivery [Start of accreditation]
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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
1.1 identify the legislation, policies,
procedures, codes of practice and/or
guidelines that relate to:
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
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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 expiry date [End of accreditation]
Details of the relationship between the
unit and relevant national occupational
standards (if appropriate)
Unit CD5, AA1, AB1, AE1, AF1, CA1, GC10
Details of the relationship between the
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 in the workplace on two
occasions each for learning outcomes 2 and 3
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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 The availability of this unit is restricted to
[awarding bodies]
Availability for delivery [Start of accreditation]
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CK1 Search individuals
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
1.1 identify the legislation, policies,
procedures, codes of practice and/or
guidelines that relate to:
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
1.2 explain the reasons why it is important
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
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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
manage risks to health and safety
use law enforcement actions
proportionately, recording actions
correctly in agreed timescales
Additional Information about the unit Unit aim(s) 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 expiry date [End of accreditation]
Details of the relationship between the
unit and relevant national occupational
standards (if appropriate)
Unit CK1, AA1, AB1, AE1, AF1, CA1, GC10
Details of the relationship between the
unit and other standards or curricula (if
appropriate)
N/A
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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 for all learning outcomes
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 The availability of this unit is restricted to
[awarding bodies]
Availability for delivery [Start of accreditation]
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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:
race, diversity and human rights
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
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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
Additional Information about the unit
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 expiry date [End of accreditation]
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Details of the relationship between the
unit and relevant national occupational
standards (if appropriate)
Unit CK2, AA1, AB1, AE1, AF1, CA1, GC10
Details of the relationship between the
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, in the workplace, on three
occasions, once for each type of search,
ensuring that all assessment criteria are
covered.
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 The availability of this unit is restricted to
[awarding bodies]
Availability for delivery [Start of accreditation]
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GC10 Manage conflict
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
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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
manage risks to health and safety
use law enforcement actions
proportionately, recording actions
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
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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.
Unit expiry date [End of accreditation]
Details of the relationship between the
unit and relevant national occupational
standards (if appropriate)
GC10, AA1, AB1, AE1, AF1, CA1
Details of the relationship between the
unit and other standards or curricula (if
appropriate)
N/A
Assessment requirements specified by
a sector or regulatory body (if
appropriate)
Workplace Assessment:
Competence must be practically
demonstrated in the workplace for all
learning outcomes
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 The availability of this unit is shared
Availability for delivery [Start of accreditation]
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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:
1. Know and understand relevant legal
and organisational requirements
related to gathering and submitting
information
1.1 identify the legislation, policies,
procedures, codes of practice and/or
guidelines that relate to:
gathering, submitting, retaining,
recording and disseminating
information
race, diversity and human rights
health and safety
disseminating and disclosing
confidential information and
contacts
1.2 identify the types and sources of
information that 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
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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
Additional Information about the unit
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 expiry date [End of accreditation]
Details of the relationship between the
unit and relevant national occupational
standards (if appropriate)
Unit CB1, AA1, AB1, AE1, AF1, CA1
Details of the relationship between the
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 three occasions of which at
least two must be in the work place
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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 The availability of this unit is shared
Availability for delivery [Start of accreditation]
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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
volume investigations
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
volume investigations
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
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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
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4.4 pass on any information and
intelligence that may be relevant
to other investigations, promptly,
to the appropriate person or
department
Additional Information about the unit
Unit aim(s) This unit is about conducting
investigations for priority and volume
investigations and is applicable to the
investigation of all types of priority and
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 expiry date [End of accreditation]
Details of the relationship between the
unit and relevant national occupational
standards (if appropriate)
Unit CI101, AA1, AB1, AE1, AF1, CA1
Details of the relationship between the
unit and other standards or curricula (if
appropriate)
Serious and complex investigations are
covered by another unit. (CI102)
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 [Unit code]
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subject/sector classification system
Name of the organisation submitting
the unit
Skills for Justice
Availability for use The availability of this unit is shared
Availability for delivery [Start of accreditation]
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CJ101 Interview Victims and Witnesses
Title: Interview victims and witnesses in relation to priority and
volume investigations
Level: 3
Credit Value: 5
Learning Outcomes
The learner will:
Assessment Criteria
The learner can:
1. Know and understand relevant legal
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
victims and witnesses
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
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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
victims and witnesses
4.1 explain the interview process to
all those present and confirm
their understanding
4.2 conduct interviews with victims
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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,
welfare, hostile/reluctant
behaviour, environmental
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
victims and witnesses
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
Additional Information about the unit
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
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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.
Unit expiry date [End of accreditation]
Details of the relationship between the
unit and relevant national occupational
standards (if appropriate)
CJ101, AA1, AB1, AE1, AF1, CA1
Details of the relationship between the
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
assessed on three occasions in the
workplace, two interviews must be with
a victim(s) and one interview must be
with a witness
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 The availability of this unit is shared
Availability for delivery [Start of accreditation]
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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:
1. Know and understand relevant legal
and organisational requirements in
relation to interviewing suspects
1.1 identify the legislation, policies,
procedures, codes of practice,
professional practice and
organisational requirements and
guidelines in relation to:
conducting interviews with
suspects
race, diversity and human
rights
health, safety, security and
welfare
dealing with suspects and
relevant others in an ethical
and effective manner
rules of evidence and
disclosure
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
representatives, appropriate
adults, health care professionals,
custody officer, officers required
for legal authorities, colleagues,
interpreters)
2.3 describe the features of approved
interview techniques and
communication methods
2.4 explain the importance of
appropriate timings locations and
environmental conditions to the
conduct of interviews (e.g. urgent
interviews, interviews at the
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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
representatives, appropriate
adults, healthcare professionals,
interpreters and colleagues)
4.3 explain the interview process to
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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
communication methods
makes appropriate use of
exhibits
addresses any contingencies
which arise (e.g. medical,
welfare, hostile/reluctant
behaviour, environmental
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
Additional Information about the unit
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
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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.
Unit expiry date [End of accreditation]
Details of the relationship between the
unit and relevant national occupational
standards (if appropriate)
CJ201, AA1, AB1, AE1, AF1, CA1
Details of the relationship between the
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
assessed on three 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 The availability of this unit is shared
Availability for delivery [Start of accreditation]
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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
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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.
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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.
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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.
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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