Awards

Target Award

Award Description:Bachelor of Science with Honours - BSH

Accreditation

College of Policing

Apprenticeship Standard

Police constable ( integrated degree) - ST0304

Programme Offerings

Full-Time

F2F-JMU-APR
F2F-JMU-JAN
F2F-JMU-JUL
F2F-JMU-OCT

Educational Aims of the Course

Apprentices all need to complete mandatory training in Safeguarding, British Values and Prevent before they can undertake the End Point Assessment. Generic, mandatory online training programmes will offered to apprentices and this may be supplemented by additional training that is specific to the programme.

Pathway modules: 6203PSDA, 6204PSDA, 6205PSDA, 6206PSDA and 6207PSDA are described as optional modules, however apprentices must complete one only as a core module, which will be determined by the employer on the basis of operational needs. The Institute for Apprenticeships regulations will also be relevant to any assessment and must be considered including the individual learning plan (ILP) which is reviewed on a regular basis with the learner, the employer and the HEI. The IFA End Point Assessment Document will be the final arbiter of assessment issues and is available at https://www.instituteforapprenticeships.org/media/1440/police-constable-assessment-plan.pdf IFA rules state that Apprentices must complete at least 20% of their learning away from the workplace. This programme is designed to exceed 30%. The first year of delivery will be front-loaded and will be likely to take 32loaded.  Independent Patrol Status cannot be confirmed before end of month 5. Modules 4204PSDA,  5202PSDA6203, 6204, 6205, 6206 and 6200PSDA and 6202PSDA6207 PSDA will include a pass/fail element within the assessment. This is to ensure incorporation of the OCP during the whole learning phase, both in University and in the workplace. Credit will not be released for these modules until the apprentice has satisfied all elements. There is no option for progression to the next level whilst trailing credits. Apprentices are required to achieve Independent Patrol Status by no later than the end of the first year, in order to progress to level 5. Failure to do so, may result in a Police Force evoking regulation 12/13, (Discharge of a probationary police constable).

During level 5 and 6 learning will then be as follows, 1. University contact will utilise various teaching methods face to face and blended learning. 2. Apprentices will be afforded protected study time as a contractual agreement to complete this learning. At Level 6, students will be able to take a 40 credit module linked to their individual pathway. These modules are not ‘an option’ but the pathway for each student will be decided by the employer dependent on need as part of their contractual elements. Until Level 6 all DA’s will study identical material, in level 6 students will complete their Pathway Module AND evidence- based research project aligned to the allocated pathway and with agreement of the employer. It is possible that this decision will only be finalizedfinalised between the employer and the Apprentice at some point in level 5, this is due to the changing nature of demand on the service. LJMU will deliver the allocated pathway as agreed. Merseyside Police will Provide at least 1 member of staff to teaching during all face to face learning blocks in levels 4, 5 and 6 Provide 1 member of Tutor staff as a mentor for the pre - Independent Patrol phase in the workplace (Tutor constable phase) Provide an identified member of staff (assessor team) for the occupational competence (OCP) periods across the Degree Apprenticeship Provide an identified supervisor/ mentor during workplace phase(s) to support and guide students Provide an informed member of staff for tri-partite meetings (tutorial/ review) Provide an informed member of staff for End-Point Assessments. Key Points 1. The DA ‘year’ will be 12 months and may not follow the standard academic calendar. 2. The awarding of the Degree will be a part of the End-Point-Assessment. 3. Apprentices subject to disciplinary police regulation 12/13, resulting in discharge of a probationer will be removed from the programme of study. Likewise, breaches of University regulations will be referred back to the employer. Students on the programme will work an average 40 hour week on a 24/7 shift pattern. Under apprenticeship regulations, a minimum of 20% of student working time is considered as ‘protected learning’ (PLT),or ‘off the job’ learning. Regarding this PCDA 35% of time will be ‘off the job’. Students will not work shifts whilst undertaking ‘off the job’ learning. MP Tutor constables and

 

From Monday 28th March 2022, all assessed components on each module must to be successfully passed for credit to be released.

This document has been written with due reference to, and is compliant with the IFA Degree Apprenticeship Standard for Police Constable, as well as the College of Policing PCDA Curriculum and National Programme Specification. 1. To enable students to develop an understanding of policing, its position in the social, political and cultural environment and its place within the wider context of criminal justice and legislation. 2. To provide students with a theoretical knowledge, understanding and practical skills necessary to achieve operational competence and complete the BSc (Hons) Professional Policing Practice. 3. To provide students with knowledge and skills to utilise a range of analytical and research methodologies critically, allowing them to undertake ethically sound, professional, empirical research. 4. To contextualize the development of a range of interpersonal and transferrable graduate skills and knowledge developed by students during the programme. 5. To develop critical thinking and reflective practice within ethical and professional boundaries providing a critical academic understanding of policy, practices, and ethical values. 6. Students will build academic knowledge and skills to develop their understanding and application of Evidence Based Practice and in turn develop themselves as professional policing practitioners.

Learning Outcomes

1.
Identify how roles within policing, engage in the wider criminal justice system.
2.
Debate issues around aspects of policing, including the management of intelligence, investigative practices, treatment of offenders and public protection and how these engage in the wider criminal justice system.
3.
Model theoretical concepts of policing in the context of an operational setting.
4.
Analyse the practical application of legislation within an operational context.
5.
Appraise the underpinning principles, ethics and values of policing within an operational context.
6.
Measure effective police engagement in partnership approaches around safeguarding communities.
7.
Analyse the governance and structures within policing and the new and emerging forms of policing.
8.
Critically review contemporary theories and current research in specific policing areas.
9.
Evaluate current policy and procedures and the impact they have within operational policing.
10.
Select appropriate research methods to facilitate the design of an ethically sound empirical piece of Evidenced Based Policing research.
11.
Apply the knowledge gained to evidence Operational Competence in policing.
12.
Identify the roles and functions of specialised policing departments and other law enforcement agencies.
13.
Utilise the knowledge and understanding they gain of policing styles strategy and the law in a practical and appropriate way.
14.
Employ self-management techniques and the ability to continue learning, display self-awareness and sensitivity to diversity in people and different situations.
15.
Problem solve, be innovative and creative in the approach to learning and work with an ability to communicate ideas and arguments effectively to others both orally and in writing.
16.
Engage the skill of learning from experience and self-reflection, this will be critical in the workplace and for EPA.
17.
Realise the importance and ubiquity of standards and ethics within all aspects of the policing process. How ethical behaviour is fundamental to understanding legal principles, social divisions and diversity relevant to criminal justice sector.
18.
Practice anti-discriminatory behaviour in all aspects of their police work, understanding the importance of emotional intelligence in all interactions with diverse groups, victims and witnesses.
19.
Utilise the range of differing academic research techniques to critically review data and research relating to policing and apply their learning to new situations.
20.
Evidence an ability to plan work and manage time, reflect on own strengths, limitations and performance, taking responsibility for setting targets and implementing plans for independent and collaborative working and personal and professional development.
21.
Consider and apply a range of theoretical concepts through academic and practical learning in differing operational contexts.
22.
Utilise and adapt an evidence based approach to enhance professional practice.
23.
Explain how the police operate in partnership with other organisations and the wider community.
24.
Organise and complete appropriate collection and analysis from a range of accessible sources in an ethical, sympathetic and professional manner.
25.
Model professional discipline and preservation of the highest standards in line with the College of Policing Strategic Intent.
26.
Complete all the above whilst evidencing the range of skills gained in achieving Operational Competence and so exemplifying the intent to professionalise the role of constable.
27.
Construct evidence based arguments that challenge current thinking and practice where appropriate and advance the professionalising agenda.
28.
Demonstrate applicable aspects of Authorised Professional Practice (the official source of policing Professional practice), legal and organisational requirements relating to the operational policing context (response, community, intelligence, investigation and roads/transport), including how to implement the following.
29.
Effectively respond to incidents, preserving scenes and evidence when necessary.
30.
Manage and resolve conflict safely and lawfully.
31.
Arrest, detain and report individuals safely and lawfully.
32.
Conduct diligent and efficient, priority and high volume investigations.
33.
Effectively interview victims, witnesses and suspects.
34.
Distinguish relevant police theory, policy, procedure and practice through their impact on the community.
35.
Systematically gather, submit and share information and intelligence to further policing-related outcomes.
36.
Meticulously and ethically search individuals, vehicles, premises and outside and virtual spaces.
37.
Optimise the use of available technology.
38.
Risk manage health and safety for self and for others.
39.
Model a way of working which is professional, enquiring, resilient and open to change.
40.
Evidence the skills of self-reliance, adaptability and flexibility.
41.
Communicate written skills appropriate to a Bachelor’s level.
42.
Demonstrate the ability of working across disciplines and working well with others.
43.
Manage their own professional and personal development.
44.
Utilise a broad range of information and technological skills.
45.
Relate the importance of equality and diversity, ethics and values within a policing environment.
46.
Research and analyse problems proposing viable options which are appropriate and well argued.
47.
Describe how various investigative methodologies can be utilised in bringing offenders to justice.
48.
Demonstrate a fundamental understanding of criminological theories.
49.
Examine the importance of equality and diversity, ethics and values within a policing environment.
50.
Relate the social and historical development of policing, its structures and governance, alongside new and emerging forms of policing in line with the College of Policing’s professionalising of the service.

Teaching, Learning and Assessment

This programme will be delivered in collaboration with Merseyside Police Learning and Development staff. It will be a closed programme for new officers employed by Merseyside Police only. Knowledge, understanding, skills and other attributes are taught at the University with students putting them into context and appreciating their relevance by application in the workplace. Lectures, seminars, workshops, presentations, directed study, and a variety of online provision will form some part of the formative and summative assessment processes. The university will confirm that all academic submissions are complete and to the required standard. Completion of the academic elements leads to; - Apprenticeship Gateway - the assessment of Occupational competence, measured by completion of the Occupational Competence Portfolio (OCP). End-Point-Assessment is the final component of the apprenticeship and involves; - Review of the OC Portfolio and professional discussion Presentation of an evidence-based research project Discussion of the Research Project The College of Policing (PSRB) state, Evidence-based Research project at L6 will have a pass mark of 50%. DAs will be encouraged to undertake independent study and this will form part of the teaching ethos, to encourage independent learning. In particular, work-based learning forms part of many modules, typically as work-based projects or other directed assignments. The curriculum will be delivered in a variety of ways, including face to face, practical workshop sessions to contextualize skills, group work, and reflection and by a variety of blended methods. Taught (academic) elements will be supported by role play and other work shop elements, work- sample exercises to support occupational learning. This will then be subject of self-reflection in the Occupational Competence Portfolio and form part of the End Point Assessment (PCDA only). Blended methods will be utilised within level 5 and level 6 and the occupational skills, attitudes and behaviours will be assessed as part of the OCP. The teaching ratio will work towards 70% LJMU, 30% Merseyside Police delivery. Assessment will be to University standards and include written submissions, group and individual presentations (in a structured and simple-complex way) and via an academic portfolio to assess group-work. Building on the academic skills, workplace and classroom inputs will ensure that all necessary workplace functions are taught and assessed prior to independent patrol. This will include use of IT and specialist equipment, required health and safety, first aid (to national standard) and personal safety training. The majority of this will be delivered by occupationally competent police staff supported by occupationally knowledgeable academic staff. The majority of the assessment of Professional skills will be carried out in the workplace with the compilation of an Occupational Competence portfolio (OCP). This will be supported by occupational tutors as well as LJMU staff. In addition there will be a requirement for self-reflection and a number of assessments in level 5 and 6 will include reflection reports. These together with the OCP are subject of the OCP at End-Point Assessment. Each level will have a pass / fail element in at least one module. This is to ensure incorporation of the OCP during the whole learning phase, both in University and in the workplace. This end-point assessment (EPA) accompanies the Police Constable (PC) Degree Apprenticeship Standard only. The EPA is the culmination of the apprenticeship, and will be undertaken over the course of the latter part of a minimum 3-year programme of learning. The EPA is embedded within an integrated Degree in Professional Policing Practice qualification. The EPA is Higher Education Institute (HEI) led. A simultaneous and continuous on- programme assessment – the work based Occupational Competence Portfolio (OCP) – will confirm that in addition to the Knowledge / Under

Opportunities for work related learning

As per above variance, work placements will not apply in the case of these programmes, as the students are employed. Each of the students will be employed by Merseyside Police and on successful completion of the qualification and the overall end-point-assessment will continue their employment as a Police Constable, confirmed in rank. Courses are developed to enhance the work related learning of the apprentices whilst away from the academic setting. In the work place the apprentices will have mentors and assessors appointed by the Merseyside Police, LJMU will work with the employer to ensure the suitability and enhance the professional development of the assessors/mentors. Merseyside Police will provide suitably qualified Mentors and Assessors during the accompanied patrol phase. Those mentors and individual supervisors will support learning in the workplace, they will be trained in the role for support in the workplace phase(s). Once a course is procured LJMU will also provide support and development opportunities for the Mentor/ Assessors. Additionally, course tutors will be available to Degree Apprentices for support in relation to academic issues. Each of the police assessors will have had appropriate training in force, and will hold the current and appropriate assessment qualification At the workplace, apprentices will be supported by the employer. Personal Tutors will also provide support during the workplace phases, by way of tutorials that may be face-to-face or a blended solution. Additionally, locally delivered weekly surgeries will be available during the distance phase, Assessment Cafés will support learners in the assessment periods. As above, students on the programme will work an average 40 hour week on a 24/7 shift pattern. Students will not work shifts whilst undertaking ‘off the job’ learning. Part- time working and therefore, learning, would be accommodated by Merseyside police as part of the role, arrangements for the learning elements will be confirmed on receipt of specific requirements. This will take account of the necessary percentage of ‘off the job’ training and will be negotiated appropriately. MP Tutor constables and MOP assessor teams will ONLY provide support and guidance for the occupational elements. They will NOT be involved in the TLA of the LJMU credit.

Programme Structure

Programme Structure Description

Apprentices all need to complete mandatory training in Safeguarding, British Values and Prevent before they can undertake the End Point Assessment. Generic, mandatory online training programmes will offered to apprentices and this may be supplemented by additional training that is specific to the programme. Pathway modules: 6203PSDA, 6204PSDA, 6205PSDA, 6206PSDA … For more content click the Read More button below.

Approved variance from Academic Framework Regulations

1 All assessed components on each module must to be successfully passed for credit to be released. 2 Apprentices on this programme will not be allowed to apply for the study abroad year or semester. 3 The optional pathway modules at Level 6 will be 40 credits, the end point … For more content click the Read More button below. 4 The submission of the employability e-learning assignment is not required in this programme.

Entry Requirements

GCSEs and equivalents

HECoS Code(s)

(CAH15-01) sociology, social policy and anthropology