Partner Details

Police Now

Awards

Target Award

Award Description:Graduate Diploma - GD

Accreditation

College of Policing

Programme Offerings

Part-Time

DL-PNW-JUL

Educational Aims of the Course

This document has been written with due reference to the College of Policing DHEP National Curriculum and Specification. All National Curriculum learning outcomes and indicative content have been mapped against the programme.

1. To enable students to be operationally effective police constables, with knowledge of Procedural Justice, Organisational Justice, Evidence Based Policing and Problem-Solving.

2. 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.

3. To develop a student understanding of what makes a community and how to work collaboratively with community members to address offending

4. To provide students with the theoretical knowledge, understanding and practical skills necessary to achieve operational competence and complete the Graduate Diploma in Professional Policing Practice.

5. To contextualise the development of a range of interpersonal and transferable graduate skills and knowledge developed by students during the programme.

6. To build the knowledge and practical skills for students to develop their leadership and role-modelling potential alongside policing colleagues and community members

7. To develop critical thinking and reflective practice within ethical and professional boundaries providing a critical academic understanding of policy, practices, and ethical values.

8. 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.

9. To provide students with knowledge and skills to utilise a range of analytical, research and planning methodologies critically, allowing them to undertake ethically sound, professional and effective policing interventions which reduce crime and increase confidence in policing.

10. Students will develop influencing and presentation skills which will allow them to contribute to policy and practice development in policing

Learning Outcomes

1.
Relate the importance of equality and diversity, ethics and values within a policing environment.
2.
Recognise how unconscious bias and stereotyping can impact upon individual and group decision-making.
3.
Employ self-management techniques and the ability to continue learning, display self-awareness and sensitivity to diversity in people and different situations.
4.
Engage the skill of learning from experience and self-reflection, this will be critical in the workplace.
5.
Identify how personal values can determine how an individual can develop their professional progress.
6.
Identify how roles within policing, engage in the wider criminal justice system.
7.
Identify the roles and functions of specialised policing departments and other law enforcement agencies.
8.
Explain how the police operate in partnership with other organisations and the wider community.
9.
Appraise how models of community policing have developed across policing.
10.
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.
11.
Analyse the governance and structures within policing and the new and emerging forms of policing.
12.
Analyse the practical application of legislation within an operational context.
13.
Evaluate current policy and procedures and the impact they have within operational policing
14.
Demonstrate the ability of working across disciplines and working well with others.
15.
Demonstrate a clear understanding of how legitimacy and procedural justice impact upon relationships in policing.
16.
Analyse the role that police and occupational culture has upon policing activities and decision-making.
17.
Distinguish relevant police theory, policy, procedure and practice through their impact on the community.
18.
Describe how various investigative methodologies can be utilised in bringing offenders to justice.
19.
Demonstrate a fundamental understanding of criminological theories.
20.
Model theoretical concepts of policing in the context of an operational setting.
21.
Utilise and adapt an evidence-based approach to enhance professional practice to tackle crime and ASB.
22.
Debate issues around aspects of policing, including the management of intelligence, investigative practises, treatment of offenders and public protection and how these engage in the wider criminal justice system.
23.
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.
24.
Demonstrate an understanding of how individuals and communities are vulnerable and the importance of recognising risk in a variety of crime settings.
25.
Recognise how violence and gender can lead to inequality and loss of power.
26.
Appraise the underpinning principles, ethics and values of policing within an operational context.
27.
Measure effective police engagement in partnership approaches around safeguarding communities.
28.
Practice engagement techniques to enhance collaboration and partnership working at a community level.
29.
Demonstrate an understanding of the role that social capital and collective efficacy plays in safeguarding communities.
30.
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.
31.
Organise and complete appropriate collection and analysis of data and information from a range of accessible sources in an ethical, sympathetic and professional manner.
32.
Construct evidence-based arguments that challenge current thinking and practice where appropriate and advance the professionalising agenda.
33.
Critically review contemporary theories and current research in specific policing areas.
34.
Select appropriate research methods to facilitate the design of an ethically sound empirical piece of Evidenced Based Policing research.
35.
Utilise the range of differing academic research techniques to critically review data and research relating to policing and apply their learning to new situations.
36.
Consider and apply a range of theoretical concepts through academic and practical learning in differing operational contexts.
37.
Utilise the knowledge and understanding they gain of policing styles strategy and the law in a practical and appropriate way.
38.
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.
39.
Model professional discipline and preservation of the highest standards in line with the College of Policing Strategic Intent.
40.
Recognise how communication plays a critical part in securing community confidence and co-operation.
41.
Apply the knowledge gained to evidence Operational Competence in policing.
42.
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.
43.
Construct evidence-based arguments that challenge current thinking and practice where appropriate and advance the professionalising agenda.

Teaching, Learning and Assessment

The methods used to enable outcomes to be achieved and demonstrated are as follows:
The Learning outcomes above are achieved through the following 10 Development Stages


Stage 1- Knowing Yourself; LO 1-5


Stage 2- Understand how community policing fits within the wider policing effort; LO 6-11


Stage 3- Know your team, how you fit in and where there is difference LO 12-16


Stage 4- Understand how you can make a difference in your community and why that’s important; LO 17-21


Stage 5- Get to know your community, its vulnerabilities and its crime/ASB impact; LO 22-25


Stage 6- Engage with the community to understand their needs/aims; LO 26-29


Stage 7- Identify and plan what it is that you are going to work on and with whom; LO 30-32


Stage 8- How to translate needs into police and collaborative actions; LO 33-36


Stage 9 Execute the plan; LO 37-40


Stage 10- Evaluating the impact and identify how the learning will be used in the future; LO 41-43


This programme will be delivered in collaboration with UK Police Forces. All learning content is designed by the appropriately qualified Police Now curriculum team and then delivered in collaboration with police forces. It will be a closed programme for new officers employed by UK Police Forces only. Knowledge, understanding, skills and other attributes will be taught by Police Now, supported by UK Police Forces, with students putting them into context and appreciating their relevance by application in the workplace.


Students 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 contextualise skills, group work, reflection, and by a variety of blended methods. Lectures, seminars, workshops, presentations, directed study, and a variety of online provision will form some part of the Police Now taught programme. Taught (academic) elements will be supported by role-play and other workshop 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 overall assessment. Blended methods will be utilised within Level 6 and the occupational skills, attitudes and behaviours will be assessed as part of the Occupational Competence Portfolio.


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. UK Police Force assessors will be involved in the occupational competency assessment process by way of moderating; this will also act as an opportunity for CPD for Police staff.
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. Operationally competent police staff, supported by occupationally knowledgeable academic staff, will deliver the majority of this.


The College of Policing (PSRB) state, Evidence-based Research project at L6 will have a pass mark of 40%.
As blended learning will be a part of this programme, a support mechanism involving workplace mentors, development coaches, weekly programme and assessment surgeries will support the students’ learning.

Opportunities for work related learning

The Graduate Diploma will be a closed client group programme. Each of the students will be employed by a UK Police Force and on successful completion of the degree and the assessment of full operational competence, will continue their employment as a Police Constable, confirmed in rank. Courses are developed to enhance the work-related learning of the students whilst away from the academic setting. Whilst in the workplace the students will have police force tutors and Syndicate Leads to support their learning whilst Police Now will appoint Performance and Development Coaches.


The police service 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 continuous professional development opportunities for all staff involved in the delivery and support of the Graduate Diploma. Additionally, course academic tutors will be available to students for support in relation to academic issues. Each of the police assessors will have appropriate training in force, and will hold the current and appropriate assessment qualification.


Academic Tutors will also provide support during the workplace phases, by way of tutorials that may be delivered in a face-to-face or a blended fashion. Weekly academic support surgeries will be available throughout the academic year to support learners in the assessment periods. Police Organisation Tutor constables and assessors will only provide support and guidance on occupational issues, they will not be involved in the TLA of the LJMU credit.

Programme Structure

Programme Structure Description

The Graduate Diploma in Professional Policing Practice (Neighbourhoods) will be a closed client programme. Students (Degree Holders) will be employed by the partner Police Force and will become substantive officers on successful completion of the Graduate Diploma in Professional Policing Practice (Neighbourhoods). The core curriculum is delivered by Police Now, … For more content click the Read More button below. Students cannot proceed to the next year of study unless they have completed 60 credits and achieved Independent Patrol Status. Students must achieve Full Occupational Competency as assessed by independent police assessors before the Graduate Diploma in Professional Policing Practice can be awarded. Students 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.

Approved variance from Academic Framework Regulations

All assessed components on each module must to be successfully passed for credit to be released.

Entry Requirements

Undergraduate degree

HECoS Code(s)

(CAH15-01) sociology, social policy and anthropology