Course Catalogue

This document has been written with due reference to, and is compliant with the IfATE Degree Apprenticeship
Standard for the Serious and Complex Crime Investigator and is designed to:

1. To enable apprentices to develop an understanding of investigative practice, its position in the social, political and cultural environment and its place within the wider context of criminal justice and legislation.
2. To provide apprentices with a theoretical knowledge, understanding and practical skills necessary to achieve operational competence and complete the BSc (Hons) Serious and Complex Crime Investigation.
3. To provide apprentices 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 apprentices 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. Apprentices will build academic knowledge and skills to develop their understanding and application of Evidence
Based Practice and in turn develop themselves as professional investigative practitioners. 

This programme is an integrated degree apprenticeship, which incorporates on-programme academic and workplace learning and assessment. The university (LJMU) and the employer are responsible for delivery of teaching during the 'on-programme' stage of the degree. 

The acquisition of all learning outcomes is through a blended combination of synchronous and asynchronous face to face and re-recorded lectures, seminars and tutorials, which are supported by a range or other tutor facilitated activities. These methods are designed to: foster student progression; stimulate interest and encourage participation; provide opportunities for learning and develop learning skills for students with diverse needs; encourage critical analysis, problem solving and the application of evidence based practice and utilise technology enhanced learning.

Throughout the learner is encouraged to undertake independent reading both to supplement and consolidate what is being taught / learned and to both broaden and deepen their individual knowledge and understanding of the subject. Knowledge, Skills and Behaviours (KSB's) are assessed via formal assessment methods, such as essays, presentations, reports portfolios, reflections, examinations both individual and as part of a team. The university will confirm that all academic submissions are complete and to the required standard. Completion of the academic elements (300 credits) leads to the apprenticeship gateway, which is an assessment of occupational competence, measured by completion of the Occupational Competence Portfolio (OCP). The End-Point-Assessment is the final component of the apprenticeship and involves a review of the OCP and professional discussion, an evidence-based research project and presentation and is assessed on a fail, pass, distinction basis.

The EPA is the culmination of the apprenticeship, and will be undertaken over the course of the latter part of a 3-year programme of learning. The EPA is embedded within an integrated degree in serious and complex crime investigation qualification. The EPA is Higher Education Institute (HEI) led. 

Work placements will not apply in the case of these programmes, as the students are employed. Each of the apprentices will be employed in a role that involves the investigation of serious and complex crime and on successful completion of the qualification and the overall end-point-assessment will continue their employment in the role with their employer.

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 employer, LJMU will work with the employer to ensure the suitability and enhance the professional development of the assessors/mentors.

The employer will provide suitably qualified mentors and assessors during the 'tutorship' 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 employer assessors will have had appropriate training in their respective field and will hold current and appropriate assessment qualification. At the workplace, apprentices will be supported by the employer. Personal academic tutors will also provide support during the workplace phases by way of tutorials that will be conducted virtually. Assessment Cafés will support learners in the assessment periods.

Students on the programme will work an average 40 hour week, which may also form part of an organisational shift pattern. Part- time working and therefore, learning, may be feasible as part of a collaborative arrangement between the employer and the university. This will take account of the necessary percentage of ‘off the job’ training and will be negotiated appropriately.

All students in their first year of study will have an opportunity to engage with the 'Future Focus' programme as an integral part of a core module of study. Once this has been completed, a wide range of other career-related provision and services will be available to support students’ development throughout their studies. The 'Future Focus' e-learning tool will expand students to the steps involved in making informed choices about their career or future careers. It will enable students to consider their strengths and development areas, their career motivators, the options available and the necessary steps to take to achieve their career goals.