Teaching Responsibility
LJMU Schools involved in Delivery:
Justice Studies
Learning Methods
Lecture
Online
Workshop
Module Offerings
4302PS-SEP-MTP
Aims
To provide the students with the knowledge and understanding of legislation and police powers in relation to a range of typical policing incidents.
Enable students to apply such knowledge to a range of specified circumstances and incidents.
Learning Outcomes
1.
Demonstrate knowledge and understanding of the various pieces of the legislation and the resulting police powers relating to a range of typical policing incidents and issues.
2.
Demonstrate the ability to apply the legislation and powers to given sets of circumstances and incidents.
3.
Consider the wider issues and implications in using police powers.
4.
Demonstrate knowledge and understanding of the process of enacting, developing
and applying the criminal law and the basic legal principles.
5.
Demonstrate knowledge and understanding of public protection legislation and related matters
Module Content
Outline Syllabus:
Legislative process. Criminal law principles. Characteristics of the common law system. Criminal law legislation. Police powers.
Legislative process. Criminal law principles. Characteristics of the common law system. Criminal law legislation. Police powers.
Module Overview:
This module will provide you with the knowledge and understanding of legislation and police powers in relation to a range of typical policing incidents. It will enable you to apply such knowledge to a range of specified circumstances and incidents.
This module will provide you with the knowledge and understanding of legislation and police powers in relation to a range of typical policing incidents. It will enable you to apply such knowledge to a range of specified circumstances and incidents.
Additional Information:
Lectures and other activities will provide the students with information, which they will then be able to apply practically, within the tasks, scenarios and discussions incorporated into the workshops. This is the first of three such modules the remaining two being at level 5. Each module building on the previous. Where relevant and appropriate the concept of evidence based policing will be introduced and its relevance emphasised in such areas as application of legislation and enforcement strategies. There will also be reference to the College of Policing 'What Works' facility. National Policing Curriculum Indicative Content Understanding the Police Constable Role 6.1 Legal requirement to use the least level of power necessary to achieve a proportionate, legal, accountable and necessary: • Human Rights Act 1998 • Mnemonic PLAN 6.2 Statutory responsibilities where police need to provide an explanation to an individual prior to applying police powers e.g. reasons for arrest 6.3 Balance between the effect (and the implications) of using police powers and the benefits being sought 6.4 Specific legislation applicable when dealing with typical policing incidents: • Offences Against the Person Act 1861 • Criminal Damage Act 1971 • Misuse of Drugs Act 1971 • Theft Act 1968/Theft Act 1978 • Road Traffic Act 1968/ Road Traffic Act 1988 • Police and Criminal Evidence Act (PACE) 1984 • Public Order Act 1986 • Offensive Weapons Act 1996 • Human Rights Act 1998 • Regulation of Investigatory Powers Act 2000 (RIPA) • Police Reform Act 2002 • Sexual Offences Act 2003 • Licensing Act 2003 • Anti-social Behaviour, Crime and Policing Act 2014 • Psychoactive Substances Act 2016 • Policing and Crime Act 2017 • Investigatory Powers Act 2016 Valuing Difference and Inclusion 4.1 Roles and responsibilities of those charged with ensuring the police deliver an unbiased, ethical and fair service 4.2 Upholding the law versus supporting the public 4.3 Maintaining the public perceptions of a fair and unbiased police service 4.4 Interpretation of the law: • Letter of the law • Essence of the law 4.5 Public interest and criminalisation 4.6 How ethical decisions (e.g. the application of discretion) can conflict with standard operating procedures, policies and procedures, accepted practice, performance standards and legislation 4.7 Justifying the application of discretion 4.8 Case for adopting a professional approach that values inclusivity and diversity (within the organisation, community and wider society) 4.9 How application of professional judgement can influence public perceptions of policing Public Protection 1.1 Legislation and guidance associated with public protection policing, including: • Protection from Harassment Act 1997 • Racial and Religious Hatred Act 2006 • Sexual Offences Act 2003 1.2 Terms and offences associated with public protection policing, including: • Child abuse, including neglect, child sexual abuse/exploitation (CSE) • Adults at risk • Domestic abuse • Families with complex needs • Missing persons • Forced marriage • Honour-based abuse • Female genital mutilation (FGM) • Modern slavery and human trafficking • Sex work and prostitution • Coercive control • Stalking and harassment • Sexual offences • Managing offenders • Hate crime 1.3 Potential overlaps between one type of public protection offence and other offences (e.g. human trafficking and sex work and prostitution) 2.1 Potential forms of abuse/harm, including digital-related abuse (e.g. sexting, revenge porn, grooming) 2.2 The range of situations and locations in which abuse can take place 2.3 Home Office definition of domestic abuse 2.4 Demand on policing resources resulting from domestic abuse incidents 2.5 How child abuse differs from other forms of abuse 2.6 Signs, symptoms and common myths surrounding child abuse and child sexual exploitation 2.7 Signs and behaviours that may displayed by victims and offenders in grooming incidents 2.8 Who may perpetrator
All assessed components on this module must be successfully passed for credit to be released.
Lectures and other activities will provide the students with information, which they will then be able to apply practically, within the tasks, scenarios and discussions incorporated into the workshops. This is the first of three such modules the remaining two being at level 5. Each module building on the previous. Where relevant and appropriate the concept of evidence based policing will be introduced and its relevance emphasised in such areas as application of legislation and enforcement strategies. There will also be reference to the College of Policing 'What Works' facility. National Policing Curriculum Indicative Content Understanding the Police Constable Role 6.1 Legal requirement to use the least level of power necessary to achieve a proportionate, legal, accountable and necessary: • Human Rights Act 1998 • Mnemonic PLAN 6.2 Statutory responsibilities where police need to provide an explanation to an individual prior to applying police powers e.g. reasons for arrest 6.3 Balance between the effect (and the implications) of using police powers and the benefits being sought 6.4 Specific legislation applicable when dealing with typical policing incidents: • Offences Against the Person Act 1861 • Criminal Damage Act 1971 • Misuse of Drugs Act 1971 • Theft Act 1968/Theft Act 1978 • Road Traffic Act 1968/ Road Traffic Act 1988 • Police and Criminal Evidence Act (PACE) 1984 • Public Order Act 1986 • Offensive Weapons Act 1996 • Human Rights Act 1998 • Regulation of Investigatory Powers Act 2000 (RIPA) • Police Reform Act 2002 • Sexual Offences Act 2003 • Licensing Act 2003 • Anti-social Behaviour, Crime and Policing Act 2014 • Psychoactive Substances Act 2016 • Policing and Crime Act 2017 • Investigatory Powers Act 2016 Valuing Difference and Inclusion 4.1 Roles and responsibilities of those charged with ensuring the police deliver an unbiased, ethical and fair service 4.2 Upholding the law versus supporting the public 4.3 Maintaining the public perceptions of a fair and unbiased police service 4.4 Interpretation of the law: • Letter of the law • Essence of the law 4.5 Public interest and criminalisation 4.6 How ethical decisions (e.g. the application of discretion) can conflict with standard operating procedures, policies and procedures, accepted practice, performance standards and legislation 4.7 Justifying the application of discretion 4.8 Case for adopting a professional approach that values inclusivity and diversity (within the organisation, community and wider society) 4.9 How application of professional judgement can influence public perceptions of policing Public Protection 1.1 Legislation and guidance associated with public protection policing, including: • Protection from Harassment Act 1997 • Racial and Religious Hatred Act 2006 • Sexual Offences Act 2003 1.2 Terms and offences associated with public protection policing, including: • Child abuse, including neglect, child sexual abuse/exploitation (CSE) • Adults at risk • Domestic abuse • Families with complex needs • Missing persons • Forced marriage • Honour-based abuse • Female genital mutilation (FGM) • Modern slavery and human trafficking • Sex work and prostitution • Coercive control • Stalking and harassment • Sexual offences • Managing offenders • Hate crime 1.3 Potential overlaps between one type of public protection offence and other offences (e.g. human trafficking and sex work and prostitution) 2.1 Potential forms of abuse/harm, including digital-related abuse (e.g. sexting, revenge porn, grooming) 2.2 The range of situations and locations in which abuse can take place 2.3 Home Office definition of domestic abuse 2.4 Demand on policing resources resulting from domestic abuse incidents 2.5 How child abuse differs from other forms of abuse 2.6 Signs, symptoms and common myths surrounding child abuse and child sexual exploitation 2.7 Signs and behaviours that may displayed by victims and offenders in grooming incidents 2.8 Who may perpetrator
All assessed components on this module must be successfully passed for credit to be released.