Level 4 Conforms to the College of Policing's Certificate in Knowledge of Policing (CKP)
Tuesday 1st July 2014
The educational aims of the programme are to develop the students' ability to utilise their research skills, evaluate existing bodies of knowledge, critically evaluate new information and ideas, and accept accountability for their actions and conclusions. Students will have therefore developed transferable graduate level skills in research, analysis, synthesis, problem solving, communication (oral and in writing) and the ability to work autonomously and as part of a team.
The programme will also equip students with the relevant knowledge, understanding, skills, attitude and behaviour necessary to conduct impartial, fair and objective investigations, while maintaining an approach that recognises the concerns and needs of all parties involved. The student will also have attained all the mandatory learning outcomes of the College of Policing’s (Cop) Certificate of Knowledge in Policing (CKP).
At the end of the programme students will be better able to exercise appropriate judgement in a number of complex policing situations and will be able to demonstrate:
Knowledge, understanding and skills appropriate to graduate employment and specifically to employment within law enforcement and related areas
Knowledge and understanding of criminal law, evidence and criminal procedure
Critical awareness of social, political and cultural diversity in the context of the law, ethics, the history and current developments of policing and the criminal justice system
Understanding of the key concepts and theoretical approaches that have developed and are developing in relation to crime; responses to crime; policing and protecting people
Knowledge understanding and skills in relation to managing and leading people
The ability to undertake research and communicate the findings of research appropriately
Knowledge, understanding and skills in relation to the theoretical and practical aspects of investigation; interviewing witness, victims and suspects
Application of theory to real-world practice of related areas facilitated during role play exercises and via the work based learning module at level 5
The ability to act independently, managing and critically reflecting upon the students own learning, but also be aware of team dynamics and how to be an effective team player
Explain the investigative process and planning required to conduct an investigation relating to priority and volume crime
Apply the investigative mind-set
To plan, prepare, conduct and evaluate investigative interviews with suspects, victims and witness in accordance with legislation, national advice and best practice
To critically analyse evidence and intelligence and assess its value in the investigation process balanced against criminal legislation, procedure and human rights
Demonstrate how to make and record decisions during an investigation
Explain how investigative and evidential evaluation can assist to determine the value of material gathered in an investigation
Use core investigative strategies common to most investigations including victim and witness, suspect and scene strategies
Record their decision-making process and justify their actions in criminal and civil proceedings
Recognise how evidenced based research can influence effective policing strategy
Understand how working with the community in multi-agency partnership and solve local community problems.
Knowledge and Understanding
An awareness of the ethical issued involved in Policing. Demonstrate a thorough knowledge of the principles and practice of criminal investigation. A knowledge and understanding of a substantial range of legal doctrines, major concepts and values that underpin law and the legal system. A knowledge and understanding ofthe purpose of some areas of law from a critical perspective. Thinking or Cognitive Skills
An ability to collect,categorise and analyseinformation. An ability to evaluate conclusions derived from the process of analysis. The application of such skills as outlined above in the context of the Policingprofession. Recognise and distil issues from factual or hypothetical information, and prioritise them in terms of their relevance and importance. Undertake an analysis of complex legal or factual information in a systematic way and according to the purpose to be served. Apply knowledge and understanding to solve problems – actual or hypothetical. Propose and handle alternative solutions. Produce a synthesis of relevant doctrinal and policy issues in relation to a topic. Offer critical evaluation of particular arguments and make informed judgements about their merits.
An ability to act with limited autonomy under direction and supervision. Identify and retrieve legal information using paper and electronic sources. Use primary and secondary sources relevant to the topic under study. Collate information and materials from a variety of sources in a coherent way. Plan and undertake tasks in areas of law, policing and criminal justice already studied. Plan and undertake research in areas of law, policing and criminal justice not previously studied. Properly attribute and utilize the work of others.
Application of Number
Information Literacy and Technology
Improving own learning and performance
Working with others
An ability to interview and communicate the conclusions of such a process and to be able to defend their conclusions under examination within a legal and ethical context. An ability to evaluate their own strengths and weaknesses as an investigative interviewer. An ability to work appropriately with others as members of the group and also as representatives of other agencies involved in professional decision making. An ability to use the concepts and methodology associated with investigative interviewing and to recognise the complexity of so doing. An ability to plan and conduct investigations into priority and volume crime. An ability to collect and collate evidence and present evidence in a court setting. An ability to understand the complexity of Policing and Multi-agency problem solving and communicate the conclusions of such a process and to be able to defend their conclusions under examination within a legal and ethical context. An ability to evaluate their own strengths and weaknesses. An ability to work appropriately with others as members of the group and also as representatives of other agencies involved in professional decision making. An ability to use the concepts and methodology and to recognise the complexity of so doing. An ability to record the decision-making process and rationale within a legal and ethical framework. Transferable Professional Skills
An ability to underatand professional policing and its relationship with the legal system and to analyse and evaluate conclusions. An awareness of the needs of society generally and of its most vulnerable members in particular. Understand the importance of personal and organisational ethics. Understand and use proficiently the English language, both orally andwritten. Present knowledge in a way which is comprehensible to others and directed to their concerns. Understand and present relevant statistical or other numerical data as part of an argument. Reflect on own learning, and seek and make use of feedback in order to be able to evaluate their own performance. Manage time effectively. Work in groups as a participant who contributes effectively to the group’s task. Construct a consistent and sustained argument.
The programme is designed to provide students with the academic knowledge and theory for students who wish to develop their ability to critically review their work, utilise their research skills, develop their technical expertise and exercise a degree of professional judgement in order to foster a career within the area of Law Enforcement.
Level 4 comprises six modules:
SO4626 History of Policing, Ethics, Culture and the Development of Law (20 Credits)
SO4628 Investigative Interviewing (20 Credits)
SO4629 Intelligence Legal Procedure and Evidence (20 Credits)
SO4640 Managing and Investigating Crime and Crime Scenes (20 Credits)
SO4641 Managing Investigations in relation to Missing Persons (20 Credits)
SO4642 The Effective Policing and Managing of Road Safety (20 Credits)
Summative assessment will be by examination, assignments, personal role play, simulated exercise, conducting of interviews in line with professional doctrine, reflective journal, group presentations.
Level 5 comprises six modules: four mandatory and two optional modules:
SO5613 Community Engagement and Partnership Working (20 Credits)
SO5640 What Works in the Effective Reduction and Prevention of Crime and Disorder (20 credits)
SO5641 Policing Accountability Values and Ethics (20 credits)
WB5101 Enhancing your Employability through Work Based Learning (20 credits)
SO5642 Understanding Financial Investigation and Fraud (20 credits)
SO5643 Forensic Science and Criminal Investigation (20 credits)
SO5644 Managing Critical Incidents and Major Investigations (20 credits)
Summative assessment will be by examination, assignments, personal role play, simulated exercise, personal presentation, a personal and professional development plan, reflective essay and group presentations.
Level 6 will comprise five modules, three mandatory and two optional modules.
SO6611 Forensic Analysis and Hi Tech Crime (20 Credits)
SO6613 Research Methods in Policing Dissertation (40 Credits)
SO6614 Protection of Vulnerable Children and Adults (20 Credits)
SO6616 Transnational and Organised Crime (20 Credits)
SO6617 Drugs and Alcohol in Society (20 Credits)
SO6640 Managing Communication and the Media within Policing (20 Credits)
SO6641 Delivering Quality Services within the Criminal Justice System (20 Credits)
Summative assessment will be by assignment, examination, research proposal, presentations and dissertation.
Delivering Quality Services within the Criminal Justice System
Level Four. 120 credits (60 ECTS) Cert.HE in Community Policingand Criminal Investigation (an academic award which comprises the College of Policing's CKP) Level Five. 240credits (60 ECTS) Dip.HE in Community Policing and Criminal Investigation (academic award) LevelSix BSc 360 Credits (60 ECTS): BSc in Community Policingand Criminal Investigation (academic award)
200-240 UCAS points, the following academic year will see this rise to 240-280 UCAS point in line with other similar professional Programmes.
The most relevant academic benchmarks with respect to Investigation are those of Criminology, professionally the National Occupational Standards are identified by the sector skills council - Skills@Justice.
An understanding of the social and historical development of policing, of the changing values governing police work including human rights, of the structure and culture of police work in different locations, of policing diversity, and of new and emergent forms of private and state policing.
Able to recognise different police cultures, historical and contemporary trends in police work, and the implications of changes in the values governing police work and police practice in a diverse society.
Able to evaluate policing practices and developments in terms of changing values and relationships between individuals, groups, and public and private agencies in different locations.
Ability to draw on relevant evidence to evaluate competing explanations and evaluate the viability of competing explanations within criminology and draw logical and appropriate conclusions.
Able to describe contrasting interpretations of crime and victimisation.
Able to assess a range of perspectives and discuss the strengths of each for the understanding of crime and victimisation.
An understanding of how to design research appropriately in relation to a specific problem, design and use appropriate research strategies for data collection using either quantitative or qualitative methods, apply statistical techniques and methods and distinguish between traditional and non-traditional (transgressive) research practices where appropriate.
Able to gather and summarise information and able to describe quantitative and qualitative methods of data collection, and to undertake basic analysis
Able to draw on materials from a range of sources and demonstrate an ability to synthesise them. Able to design and use appropriate research strategies for data collection using quantitative and qualitative methods. Able to apply basic statistical techniques where appropriate.
An understanding of how to assess the ethical issues arising in particular research situations.
Able to describe quantitative and qualitative methods of data collection, and to undertake basic analysis.
Able to distinguish between ethical and unethical research practice.
Ability to assess a range of perspectives and discuss the strengths of each for the understanding of crime and victimisation.
Able to contrast different points of view and discuss them in a logically coherent manner.
Able to evaluate the viability of competing explanations within criminology and to draw logical and appropriate conclusions.
Ability to summarise and explain empirical information and research findings about crime, victimisation and responses to crime and deviance.
Able to summarise the findings of empirical research on criminological issues including the ability to identify the methodological framework used.
Able to summarise and explain empirical information and research findings about crime, victimisation and responses to crime and deviance; able to assess the methodology used.
Ability to access or gather appropriate qualitative or quantitative information to address criminological questions in relation to crime, victimisation, responses to crime and deviance, and representations of these, using qualitative and quantitative methods.
Able to apply basic research tools appropriately and in a preliminary way.
Able to apply basic research tools appropriately in relation to theoretically driven, exploratory, or evaluation research.
Ability to investigate criminological questions in relation to victimisation, crime, responses to crime and deviance, and representations of these.
Able to undertake a preliminary criminological investigation of crime, victimisation, responses to crime and deviance, and representations of these using qualitative and quantitative methods.
Able to gather appropriate qualitative or quantitative information to address criminological questions in relation to crime, victimisation, responses to crime and deviance, and representations of these, using qualitative and quantitative methods.
Ability to recognise the ethical implications of research into criminological questions and identify appropriate solutions.
Able to recognise the ethical dimensions of research into criminological questions.
Able to recognise the ethical implications of research into criminological questions and to identify appropriate solutions.
The programme utilises a variety of learning and teaching methods, which provide opportunities for students to enhance their learning skills and personal development during this programme. These teaching and learning methods also take account of equal opportunities and inclusive practice. All methods of learning and teaching are related to and relevant for the acquisition of key and subject specific knowledge and skills, to afford students the best opportunity to meet module and programme learning outcomes. Students are made aware of how modules will be delivered, and what is expected of them, in the student handbook and in module guides.
SEMINARS - will provide opportunities for student-centred and interactive learning. These will be organised around themes for discussion and/or designated reading with the aim of enabling students to deepen their knowledge and competence knowledge of a particular subject and develop their ability to critically examine alternative perspectives.
WORKSHOPS - these are intended to provide experience in collaborative and creative problem solving. Workshops will also aim to develop key skills in information retrieval and presentation, communication skills and team/group work skills.
TUTORIALS - will provide the opportunity for individuals or small groups of students to meet with individual staff members. The aim is to provide a context whereby students' personal development and progress can be assessed (formative feedback); students can be encouraged to develop learning skills; students can be assisted to make informed and realistic choices within their course and support can be offered for individual or group project work and dissertation supervision.
MANAGED LEARNING ACTIVITIES - these will comprise formative learning activities that are set with a specific task focus to develop students policing skills and academic skills in preparation for summative assessments (in line with the UK Quality Code Chapter B3 - ensuring students have adequate time to reflect on learning before being assessed).
PRACTICAL PROBLEM BASED ACTIVITIES - these will allow students to conduct practical activities related to a given problem/task and develop their understanding of how research evidence can inform policy, inform intelligence gathering investigation and structure decision making.
Students have access to the University's Student Support Services and Network. At the commencement of the programme students will have a tutorial with their allocated approved tutor in relation to their ability to engage with academic qualifications and study and each student will be treated on an individual basis depending upon their individual needs.
The methods of assessment are closely linked to the learning outcomes of the modules and programme. The aims of the programme are set out in section 23 and the learning outcomes in section 26 of this Programme Specification. The learning outcomes represent the skills to be acquired across the programme. In turn, as has been stated previously, these skills and outcomes have been informed by the various benchmark statements set out above. Each module descriptor states the module specific learning outcomes that are assessed in each component of assessment. The assessments will then measure the learning outcomes. These will be articulated in each in-course assessment. Thus, there is conceptual linkage between the benchmarks, programme aims and outcomes, skills, module outcomes and assessment in each module, and these linkages will be apparent in the actual assessment tasks.
In addition, the assessments are designed to provide a broad platform for students to demonstrate that they have achieved the module and programme outcomes in as diverse a set of assessments as it is possible to prescribe in a programme of broad choice. The assessments address academic learning outcomes, professional competences and the development of student experience. Ranges of both formative and summative assessment/methods are used. Each method of assessment is chosen for its fitness to purpose. Many of the methods of assessment reflect forms of recording, reporting and presentation and other work-related activities.
Formative assessments are varied and may include:
Question and answer sessions
Monitored role play
Community based learning
Planning and preparation for interviewing
Practice Interview sessions
Planning and preparation for interviewing
Conduct and analyse interviews with victims, witnesses and suspects
Commentary on Interviewing techniques
Analysis of recorded interviews
Preparation of interview transcripts
Review case materials
Plan and conduct an investigation into Priority and Volume Crime
Be subject to self, peer and tutor review
Develop a "policy book"
Formative assessment forms a significant part of the learning experience and developing the student's skills and knowledge. Much of the work is evidenced in Portfolios and forms a background for the summative assessments. The formative assessment is intended to foster student development and improve their ability to acquire the skills and knowledge they will need to meet the programme objectives. Several forms of formative assessment are used in the programme.
One for example is embedded in "classroom" activities where tutors will ask questions and require students to undertake small tasks to assess their level of understanding and whether they have fully achieved the objectives required by the programme. If, when assessed, the student and/or their tutor feel that the student has not yet attained the required level of skill and knowledge tutors will identify weaknesses and suggest ways in which they can improve. The second example is a more formal "practice presentation" of the summative assessment and will normally take place about half way through the relevant part of the programme.
Summative assessments are also varied and include:
Personal and Group Presentation
Examinations, both traditional and structured
Analysis of recorded interview
Preparation of interview transcripts
Review case materials
Plan and conduct an investigation into Priority and Volume Crime
Be subject to self, peer and tutor review
Collecting and collating evidence
Investigative case management exercise
Brief tutors on the Investigation
Develop a "policy book"
Oral tribunal with a Solicitor
Conduct role-play practical exercises where students' compliance with legislation and professional practice will be assessed
Summative assessment, unlike formative assessment, provides a measure of student achievement with respect to their performance in relationship to the programme's intended learning outcomes. Given the vocational nature of some of the programme, summative assessment will be modelled on professionally relevant activities such as interview planning, analysis and review, the development of policy documents and the proper recording of evidence for example.
The pedagogical basis of these assessment strategies are discussed in: Black, P., & Wiliam, D. (1998). Assessment and classroom learning, Educational Assessment: Principles, Policy and Practice, 5, pp. 7-74. Bloom, B. S., Hastings, J. T., & Madaus, G. F (Eds.) (1971). Handbook on formative and summative evaluation of student learning. New York: McGraw-Hill. Wiliam, D. & Black, P. (1996). Meaning and Consequences: a basis for distinguishing formative and summative functions of assessment? British Educational Research Journal, 22(5).
The Quality Code (QAA), 2012, The UK Quality Code for Higher Education: Part B: Assuring and enhancing academic quality, March 2014.
Quality Assurance Agency for Higher Education (QAA), 2000, Code of practice for the assurance of academic quality and standards in higher education, Section B6: Assessment of students, May 2000.
In general terms, holders of the BSc in Community Policing and Criminal Investigation should be able to demonstrate:
Knowledge and critical understanding of the principles in Policing and the way in which those principles have developed
Successful application in the workplace of the range of knowledge and skills learnt throughout the programme
Ability to apply underlying concepts and principles outside the context in which they were first studied, and the application of those principles in a work context
Knowledge of the main methods of enquiry in Policing and the ability to evaluate critically the appropriateness of different approaches to solving problems in Policing and apply these in a work context
An understanding of the limits of their knowledge, and how this influences analysis and interpretations based on that knowledge in Policing.
They will be able to:
Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis in Policing
Effectively communicate information, arguments and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of Policing
Undertake further training, develop existing skills, and acquire new competences that will enable them to assume responsibility within the Police.
More particularly on successful completion of the programme, students will be able to demonstrate a secure understanding of the concepts and principles of Policing including the importance of their role in the community in the context of ethnic and social diversity. They will possess the intellectual skills appropriate for Police work including the ability to critically reflect on their own behaviour and on the situations in which they find themselves. Graduates will be in possession of a range of practical skills appropriate to Policing and with the ability to make critical judgements in complex and stressful situations. A successful graduate of this programme will be both a competent investigative interviewer and investigator at a foundational level. As an integrated programme addressing the knowledge, competence and developing the experience of professionals, who require both investigative interviewing and investigative skills, the programme is designed to meet the professional requirements of the relevant professional bodies. Extensive discussion has taken place with the College of Policing to ensure that the Programme meets its professional need.
The University is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.
The University of Chester is an accredited provider of the College of Policing's Certificate of Knowledge in Policing which is incorporated within Level 4 of the BSc Community Policing and Criminal Investigation programme. The student will self-fund the programme of study.
Back - to previous page Print - launches the print options panel