VTCT Level 3 Diploma in Preparation for the Police Service...SP3D7F_v4 VTCT Level 3 Diploma in Preparation for the Police Service Operational start date: 1 August 2014 Credit value:

SP3D7F_v4

VTCT Level 3 Diploma in Preparation for the Police ServiceOperational start date: 1 August 2014Credit value: 60Total Qualification Time (TQT): 600Guided learning hours (GLH): 360Qualification number: 601/3877/4

Statement of unit achievementBy signing this statement of unit achievement you are confirming that all learning outcomes, assessment criteria and range statements (if/where applicable) have been achieved under specified conditions, and that the evidence gathered is authentic.

This statement of unit achievement table must be completed prior to claiming certification.

Unit code Date achieved Learner signature

Assessor initials

IQA signature (if sampled)

Mandatory units

USP23

USP28

USP24

USP25

USP26

USP40

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The qualification

Introduction

Progression

Support

The VTCT Level 3 Diploma in Preparation for the Police Service is a technical level qualification aimed at learners 16+ who wish to gain employment across the breadth of police related employments and law enforcement agencies.

This qualification will develop some of the necessary knowledge, understanding and skills required to gain employment in a policing context and is applicable across the broader justice system. This qualification will help to develop well-rounded learners through transferable skills development including: critical thinking, problem solving and communication, all of which are valuable attributes and are key to a successful career in the police, related industries, public sector and many other unrelated sectors.

The content of this qualification is comprised of core elements fundamental to working in the police service and other policing related employment including: recruitment requirements, physical fitness, dealing with incidents, communication methods, protection of self and others and community and neighbourhood policing.

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This qualification is regulated on the Regulated Qualifications Framework.

This qualification is supported by Leicester Police, North Warwickshire and Hinckley College, South Tyneside College, Staffordshire Police and Warwick and West Mercia Police.

Prerequisites

There are no formal prerequisite qualifications that you must have prior to undertaking this qualification.

Your centre will have ensured that you have the required knowledge, understanding and skills to enrol and successfully achieve this qualification.

This qualification provides you with the best possible chance of securing employment across the range of police forces, other law enforcement agencies and more broadly.

Additional information

This qualification has been written in conjunction with experts in the field and is recognised by Police services across the country.

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Mandatory units - 60 creditsVTCT unit code

Ofqual unit reference Unit title Credit

value GLH Level

USP23 A/506/5500 Protection of Self and Others 10 60 3

USP28 D/506/5506 Communication in the Police Service 5 30 3

USP24 F/506/5501 Physical Fitness for the Police Service 10 60 3

USP25 J/506/5502 Joining the Police Service 15 90 3

USP26 R/506/5504 Community and Neighbourhood Policing 15 90 3

USP40 F/506/7149 Understanding How to Deal with Police Incidents 5 30 3

Total credits required - 60 (minimum)All mandatory units must be completed.

Qualification structure

4

Guidance on assessment

This book contains the mandatory units that make up this qualification. Optional units will be provided in additional booklets (if applicable). Where indicated, VTCT will provide assessment materials. Assessments may be internal or external. The method of assessment is indicated in each unit.

Internal assessment (any requirements will be shown in the unit)

Assessment explained

4

External assessment (any requirements will be shown in the unit)

Externally assessed question papers completed electronically will be set and marked by VTCT.

Externally assessed hard-copy question papers will be set by VTCT, marked by centre staff and sampled by VTCT external quality assurers.

Assessment is set, marked and internally quality assured by the centre to clearly demonstrate achievement of the learning outcomes. Assessment is sampled by VTCT external quality assurers.

VTCT qualifications are assessed and quality assured by centre staff. Work will be set to improve your practical skills, knowledge and understanding. For practical elements, you will be observed by your assessor. All your work must be collected in a portfolio of evidence and cross-referenced to requirements listed in this record of assessment book.

Your centre will have an internal quality assurer whose role is to check that your assessment and evidence is valid and reliable and meets VTCT and regulatory requirements.

An external quality assurer, appointed by VTCT, will visit your centre to sample and quality-check assessments, the internal quality assurance process and the evidence gathered. You may be asked to attend on a different day from usual if requested by the external quality assurer.

This record of assessment book is your property and must be in your possession when you are being assessed or quality assured. It must be kept safe. In some cases your centre will be required to keep it in a secure place. You and your course assessor will together complete this book to show achievement of all learning outcomes, assessment criteria and ranges.

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Creating a portfolio of evidence

As part of this qualification you are required to produce a portfolio of evidence. A portfolio will confirm the knowledge, understanding and skills that you have learnt. It may be in electronic or paper format.

Your assessor will provide guidance on how to prepare the portfolio of evidence and how to show practical achievement and understanding of the knowledge required to successfully complete this qualification. It is this booklet along with the portfolio of evidence that will serve as the prime source of evidence for this qualification.

Evidence in the portfolio may take the following forms:

• Observed work• Witness statements• Audio-visual media • Evidence of prior learning or attainment• Written questions• Oral questions• Assignments• Case studies

All evidence should be documented in the portfolio and cross-referenced to unit outcomes. Constructing the portfolio of evidence should not be left to the end of the course.

Many frequently asked questions and other useful information are detailed in the VTCT Candidate’s Handbook, which is available on the VTCT website at www.vtct.org.uk. Other questions should be addressed to the tutor, lecturer or assessor.

6

This section provides an overview of the assessment methods that make up each unit in this qualification. Detailed information on assessment is provided in each unit.

Mandatory units External Internal

VTCT unit code Unit title Question

paper(s) Observation(s) Portfolio of Evidence

USP23 Protection of Self and Others 0

USP28 Communication in the Police Service 0 û

USP24 Physical Fitness for the Police Service 0 û

USP25 Joining the Police Service 0

USP26 Community and Neighbourhood Policing 0 û

USP40 Understanding How to Deal with Police Incidents 0 û

6

Unit assessment methods

7

Unit glossary

7

Description

VTCT product code

All units are allocated a unique VTCT product code for identification purposes. This code should be quoted in all queries and correspondence to VTCT.

Unit title The title clearly indicates the focus of the unit.

National Occupational Standards (NOS)

NOS describe the skills, knowledge and understanding needed to undertake a particular task or job to a nationally recognised level of competence.

LevelLevel is an indication of the demand of the learning experience; the depth and/or complexity of achievement and independence in achieving the learning outcomes.

Credit valueThis is the number of credits awarded upon successful achievement of all unit outcomes. Credit is a numerical value that represents a means of recognising, measuring, valuing and comparing achievement.

Guiding Learning hours (GLH)

The activity of a learner in being taught or instructed by - or otherwise participating in education or training under the immediate guidance or supervision of - a lecturer, supervisor, tutor or other appropriate provider of education or training.

Total qualification time (TQT)

The number of hours an awarding organisation has assigned to a qualification for Guided Learning and an estimate of the number of hours a learner will reasonably be likely to spend in preparation, study, or any other form of participation in education or training. This includes assessment, which takes place as directed - but, unilke Guided Learning, not under the immediate guidance or supervision of - a lecturer, supervisor, tutor or other appropriate provider of education or training.

Observations This indicates the minimum number of competent observations, per outcome, required to achieve the unit.

Learning outcomes

The learning outcomes are the most important component of the unit; they set out what is expected in terms of knowing, understanding and practical ability as a result of the learning process. Learning outcomes are the results of learning.

Evidence requirements This section provides guidelines on how evidence must be gathered.

Observation outcome

An observation outcome details the tasks that must be practically demonstrated to achieve the unit.

Knowledge outcome

A knowledge outcome details the theoretical requirements of a unit that must be evidenced through oral questioning, a mandatory written question paper, a portfolio of evidence or other forms of evidence.

Assessment criteria

Assessment criteria set out what is required, in terms of achievement, to meet a learning outcome. The assessment criteria and learning outcomes are the components that inform the learning and assessment that should take place. Assessment criteria define the standard expected to meet learning outcomes.

Range The range indicates what must be covered. Ranges must be practically demonstrated in parallel with the unit’s observation outcomes.

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USP23Protection of self and others

The aim of this unit is to develop the knowledge, skills and understanding required for the protection of self and others. This will include the law regarding protection of self and others, impact factors, reasonable responses and recording of the use of force. The implications of different responses will also be addressed and you will look at factors that may influence the use of force, including medical and health implications. The practical element of this unit will allow you to develop conflict and defensive skills and tactics, including how to deal with aggression and weapons.

USP23_v1

GLH

Credit value

Level

Observation(s)

External paper(s)

60

10

3

1

0

On completion of this unit you will:

Learning outcomes

Protection of self and others

1. Be able to demonstrate conflict and defensive skills and tactics

2. Understand the law regarding protection of self and others

3. Understand the impact factors

4. Understand factors that may influence the decision to use force

5. Understand medical or health implications of the use of force

6. Understand the reporting process

4. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the Knowledge section of this unit. In most cases this can be done by professional discussion and/or oral questioning. Other methods, such as projects, assignments and/or reflective accounts may also be used.

5. Tutor/Assessor guidance You will be guided by your tutor/assessor on how to achieve learning outcomes in this unit. All outcomes must be achieved.

6. External paper There is no external paper requirement for this unit.

USP23 11

Evidence requirements

1. Environment Evidence for this unit may be gathered within the workplace or realistic working environment (RWE).

2. Simulation Simulation is permitted in this unit.

3. Observation outcomes Competent performance of Observation outcomes must be demonstrated on at least one occasion. Assessor observations, witness testimonies and products of work are likely to be the most appropriate sources of performance evidence. Professional discussion may be used as supplementary evidence for those criteria that do not naturally occur.

Achieving observation outcomes Achieving range

Achieving observations and range

USP23

Your assessor will observe your performance of practical tasks. The minimum number of competent observations required is indicated in the Evidence requirements section of this unit.

Criteria may not always naturally occur during a practical observation. In such instances you will be asked questions to demonstrate your competence in this area. Your assessor will document the criteria that have been achieved through professional discussion and/or oral questioning. This evidence will be recorded by your assessor in written form or by other appropriate means.

Your assessor will sign off a learning outcome when all criteria have been competently achieved.

There is no range section that applies to this unit.

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Learning outcome 1

Observations

You can:

Observation 1 Optional OptionalDate achievedCriteria questioned orallyPortfolio referenceAssessor initialsLearner signature

*May be assessed by supplementary evidence.

Be able to demonstrate conflict and defensive skills and tactics

a. Demonstrate conflict skills

b. Demonstrate defensive tactics

c. Demonstrate unarmed skills in a policing context

d. Demonstrate how to deal with aggression involving weapons

USP23 13

Achieving knowledge outcomes

Developing knowledge

You will be guided by your tutor and assessor on the evidence that needs to be produced. Your knowledge and understanding will be assessed using the assessment methods listed below*:

• Projects• Observed work• Witness statements• Audio-visual media • Evidence of prior learning or attainment• Written questions• Oral questions• Assignments• Case studies• Professional discussion

Where applicable your assessor will integrate knowledge outcomes into practical observations through professional discussion and/or oral questioning.

When a criterion has been orally questioned and achieved, your assessor will record this evidence in written form or by other appropriate means. There is no need for you to produce additional evidence as this criterion has already been achieved.

Some knowledge and understanding outcomes may require you to show that you know and understand how to do something. If you have practical evidence from your own work that meets knowledge criteria, then there is no requirement for you to be questioned again on the same topic.

*This is not an exhaustive list.

USP2314

Knowledge

Learning outcome 2

Understand the law regarding protection of self and others

You can: Portfolio reference

a. Explain the components of the National Decision Making Model (NDM)

b. Explain application of the NDM

c. Describe the Laws and Codes of Practice that are used in the Police use of force

d. Explain the role of professional standards in investigating complaints against the Police

USP23 15

Learning outcome 3

Understand the impact factors


a. Describe impact factors

b. Describe what would be classed as a reasonable response

c. Explain the principles of fight, flight or comply

d. Explain the possible implications of each response

USP2316

Learning outcome 4

Understand factors that may influence the decision to use force


a. Explain the emotional and behavioural influences that may affect a subject

b. Explain how health conditions may affect a subject’s behaviour

c. Explain factors that may make a person vulnerable

USP23 17

Learning outcome 5

Understand medical or health implications of the use of force


a. Identify target areas on the human body

b. Explain the possible medical/health implications of targeting these areas

c. Describe first aid training needs for Police Officers

USP2318

Learning outcome 6

Understand the reporting process


a. Explain requirements on reporting the use of force

b. Explain how to record the use of force

USP23 19

Learning outcome 2: Understand the law regarding protection of self and others

National Decision Making Model (NDM): Mission and values at the centre of the decision making process;

Stage 1 – gather information and intelligence

Stage 2 – assess threat and risk and develop a working strategy

Stage 3 – consider powers and policies

Stage 4 – identify options and contingencies

Stage 5 – take action and review what happened.

Application of the NDM: Anti-social behaviour, harassment, assault, thefts, robbery, burglary, vandalism, domestic abuse, child protection issues, murder, kidnap, manslaughter, terrorism, sexual offences, road traffic incidents, missing persons, fire, race and hate crime, critical incidents.

Laws and Codes of Practice: Section 3 of the Criminal Law Act 1967, Common Law (R v Griffiths 1988), Police and Criminal Evidence Act 1984, S76 Criminal Justice and Immigration Act 2008, Article 2 of European Court of Human Rights (ECHR), Human Rights Act 1998, individual responsibility, Code of Ethics.

Role of professional standards in investigating complaints: Complaints (victim of inappropriate behaviour by a police officer or member of police staff, witnessed an incident, adversely affected by an incident), professional standards (honesty and integrity, authority, respect and courtesy, equality and diversity, use of force, orders and instructions, duties and responsibilities, confidentiality, fitness for work, conduct, challenging and reporting improper behaviour).

Learning outcome 1: Be able to demonstrate conflict and defensive skills and tactics

Unit content

This section provides guidance on the recommended knowledge and skills required to enable you to achieve each of the learning outcomes in this unit. Your tutor/assessor will ensure you have the opportunity to cover all of the unit content.

USP2320

Conflict skills: Stay alert and calm, manage stress, interpret verbal and non-verbal communication, non-threatening, control emotion, attention to feelings being expressed, respectful.

Defensive tactics: Protection of self and others, repel danger of harm, distraction, body language, verbal techniques.

Unarmed skills: Unarmed combat, self-defence skills.

Dealing with aggression involving weapons: Call for assistance, remove other people from area, keep assailant in front of you, attempt and maintain dialogue, aim to get weapon put down, maintain safe distance, consider use of barriers, spatial and environmental awareness.

USP23 21

Learning outcome 4: Understand factors that may influence the decision to use force

Emotional and behavioural influences: Emotional (panic, distress, anger, grief, anxiety, mood swings, trust), behavioural (anti-social, use of physical violence, verbal abuse, threatening, drunk and disorderly).

Health conditions: Injury or trauma, medical conditions, neurological conditions, psychological disorders, side effects of prescription drugs, alcohol intoxication, effects of illegal drugs.

Factors that may increase vulnerability: Health, disability, special needs, age, equalities, discrimination, economic circumstances, personal circumstances, family circumstances.

Learning outcome 3: Understand the impact factors

Impact factors: Subject impact factor, object impact factors, place impact factors including profile subject behaviour.

Reasonable response: In accordance with Sec 3(1) of the Criminal Law Act 1967, Common Law, PACE1984 and ECHR governing the use of force by the Police Service.

Principles of: Fight – subjects’ willingness and ability to fight, officers’ ability and willingness to engage with the subject, within a given set of circumstances.

Flight – subjects’ willingness and ability to escape, officers’ ability and willingness to withdraw.

Comply – subjects’ compliance, presumed compliance.

Implications of: Fight – escalation of conflict, officers’ reasonable response.

Flight – subject’s ability and method of escape, officers’ ability to pursue.

Comply – subjects detained/arrested, without use of force.

USP2322

Learning outcome 6: Understand the reporting process

Requirements on reporting: Facts of incident, what led to use of force, justification that use of force was ‘reasonable’ under prevailing conditions, prevailing conditions and reasonableness can withstand scrutiny of hindsight.

Recording use of force: Appropriate methods, protocols to follow.

Learning outcome 5: Understand medical or health implications of the use of force

Target areas: Head (eyes, nose, ears), body (torso, solar plexus, groin), arms (wrist, inside of upper arm muscle), hands (fingers), legs (kneecap, inside of thigh (between knee and hip, stamping on feet).

Medical/health implications: Medical implications of targeting each area, positional asphyxiation, excited delirium.

First aid training needs: Emergency life support, first aid skills, first aid skills custody, first aid skills enhanced, tactical medics training.

USP28Communication in the Police service

The aim of this unit is to develop your knowledge and understanding of the different types of communication used in the Police Service. This will include the different roles within the control room environment, grading systems for incidents, phonetic alphabet, police radio and correct protocol to use.

USP28_v1

GLH

Credit value

Level

Observation(s)

External paper(s)

30

5

3

0

0


Learning outcomes

Communication in the Police service

1. Understand different types of communication used in the Police Service

2. Understand the use of radio communications in the Police Service

3. Understand the operation of a police control room




USP28 25










USP2826

Knowledge

Learning outcome 1

Understand different types of communication used in the Police Service


a. Describe different forms of communication used in the Police Service

b. Explain how you would use each method of communication in the Police Service

USP28 27

Learning outcome 2

Understand the use of radio communications in the Police Service


a. List the phonetic alphabet

b. Explain correct radio protocol

c. Explain the need for professionalism when using police radios

d. Explain other agencies that may use the radio systems

USP2828

Learning outcome 3

Understand the operation of a police control room


a. Explain the roles within a control room environment

b. Explain the system of incident control (S.T.O.R.M.)

c. Explain the grading system for incidents

d. Describe the functions of an operational police control room

USP28 29

Learning outcome 2: Understand the use of radio communications in the Police Service

Phonetic alphabet: Alpha, Bravo, Charlie, Delta, Echo, Foxtrot, Golf, Hotel, India, Juliet, Kilo, Lima, Mike, November, Oscar, Papa, Quebec, Romeo, Sierra, Tango, Uniform, Victor, Whisky, X-ray, Yankie, Zulu.

Radio protocol: Script before speaking, short and simple, essential information only, useful and descriptive information, clear radio before message transmission,

pause transmission.

Need for professionalism: No privacy in police radio communications, transparency of communication, safeguard confidential and personal information.

Other agencies: Ambulance service, fire service, armed forces, coastguard, RNLI, Highways Agency, security agencies, transport services.

Learning outcome 1: Understand different types of communication used in the Police Service

Unit content


USP2830

Communication forms in the Police Service: Face-to-face (verbal, non-verbal), police radio, telephone, email, memo, report, radio, television, social media.

Use of each method: Internal communication, public relations, communication with other law enforcement agencies.

Learning outcome 3: Understand the operation of a police control room

Roles in control room: Communications Officer, Supervisor.

Incident control (S.T.O.R.M): Command and control system, government advocated system, used by all forces.

Grading system: Grade 1 (emergency response), Grade 2 (priority response), Grade 3 (scheduled response), Grade 4 (resolution without deployment).

Functions of control room: Manages emergency and non-emergency calls, deploys police resources, call handling and dispatch, switchboard, public service desk, Police National Computer bureau, crime bureau.

USP24Physical fitness for the Police Service

The aim of this unit is to understand the requirements and develop the physical fitness levels required for joining the police service. The unit looks at fitness requirements for different roles and the different types of tests used to measure fitness levels. The components of fitness and different training cycles will also be addressed. The practical element of this unit will require you to design and undertake a personal fitness programme and be able to review fitness levels identifying strengths and areas for improvement.

USP24_v1

GLH

Credit value

Level

Observation(s)

External paper(s)

60

10

3

0

0


Learning outcomes

Physical fitness for the Police Service

1. Understand fitness levels required to join the Police Service

2. Understand the principles of training

3. Be able to design and implement a personal training programme




USP24 33










USP2434

Knowledge

Learning outcome 1

Understand fitness levels required to join the Police Service


a. Explain fitness requirements for the Police Service

b. Explain the type of tests used to measure fitness levels

c. Explain the requirements for re-testing

d. Explain the different levels of fitness required for different roles in the Police Service

USP24 35

Learning outcome 2

Understand the principles of training


a. Explain the components of fitness

b. Explain FITT principles

c. Explain different training cycles

d. Explain how to devise goals (SMART)

USP2436

Learning outcome 3

Be able to design and implement a personal training programme


a. Design a fitness programme

b. Implement a fitness programme

c. Design a fitness log

d. Maintain a fitness log

e. Demonstrate improvement in personal fitness

f. Review personal fitness, identifying strengths and areas for imrpovement

g. Devise a personal fitness development plan

USP24 37

Learning outcome 2: Understand the principles of training

Components of fitness: Aerobic endurance, muscular strength, muscular endurance, flexibility, body composition, power, speed, agility, reaction time, co-ordination, balance, components of fitness required for different activities (training, work-related, leisure).

FITT Principles: FITT (Frequency, Intensity, Time, Type), current FITT guidelines for different components of fitness.

Training cycles: Periodisation models (linear, non-linear, undulating), training cycles (macrocycle, mesocycle, microcycle).

Devising SMART goals: SMART (Specific, Measurable, Achievable, Realistic, Time-phased), time periods (short, medium, long-term), types of goals (outcome, performance, process).

Learning outcome 1: Understand fitness levels required to join the Police Service

Unit content


USP2438

Fitness requirements: Appropriate standard of medical health, endurance level 5.4 for 15-metre shuttle run, 34kg/35kg for dynamic strength push/pull.

Tests to measure fitness levels: Medical health screening tests, aerobic endurance (bleep test, step test), muscular strength (1RM, dynamic strength push/pull dyno), muscular endurance (press-up test, sit-up test), flexibility (sit and reach test, goniometer), body composition (skinfolds, bioelectrical impedance analysis), police fitness test (15-metre shuttle run, dynamic strength push/pull).

Retesting: 15-metre shuttle run completed annually, at least two retake opportunities if test is failed.

Fitness requirements for different roles: Fitness requirements (endurance level for 15-metre shuttle run, dynamic strength push/pull result), roles (police officer, police community support officers, special constables, support roles, marine police unit, chemical, biological, radiological, nuclear, method of entry, dog handler, mounted branch, police cyclist, police support unit, air support, police divers, marine police, authorised firearms officer (AFO), armed response vehicle, dynamic intervention AFO).

USP24 39

Learning outcome 3: Be able to design and implement a personal training programme

Fitness programme: Health screening, lifestyle evaluation, SMART goal setting (short, medium, long-term), macrocycle (annual overview), mesocycle (6 week overview), microcycles (weekly overview), session plans (warm-up, main component, cool down), session frequency, exercise intensity (% Maximum Heart Rate, % Heart Rate Reserve, Rating of Perceived Exertion, %1RM), session duration, fitness training methods (interval, fartlek, continuous, circuit, resistance, flexibility), application of FITT guidelines, application of principles of training (progression, overload, specificity, reversibility), programme planning documentation (paper-based, ICT).

Implementing fitness programmes: Gym memberships, fitness class timetables, personal fitness equipment, training venue, follow and complete the designed fitness programme, adhere to health and safety, adapt the fitness programme if required.

Design fitness log: Format (paper-based, ICT), content (date, training activities and exercises, intensity, duration, rest, attitude and motivation, personal achievements).

Maintain a fitness log: Record the outcomes of training during each session, complete all details in the fitness log, record accurate details of training.

Demonstrate improvement: Shown by training outcomes recorded in the fitness log, shown by change in results of fitness test and re-test, shown by comparison of fitness test results to normative data.

Review personal fitness: Analysis of progress in personal fitness log, comparison of personal fitness test and re-test results, comparison of personal fitness

test results to normative data, feedback from others, achievement of set SMART goals.

Strengths and areas for improvement: In specific components of fitness, in specific training activities and exercises, in specific fitness tests.

Devising personal fitness development plan: Areas for improvement, amend or set new SMART goals, opportunities for participation in fitness training, modifications to fitness programme, timescales for fitness development.

USP2440

Notes Use this area for notes and diagrams

USP25Joining the Police Service

The aim of this unit is to develop the knowledge, understanding and skills needed to join any type of policing related employment. This will include the history and structure of the police service, leadership skills and attributes needed for the police service and the general recruitment process. You will have the opportunity to undertake the recruitment process as well as the opportunity to undertake volunteering roles.

USP25_v1

GLH

Credit value

Level

Observation(s)

External paper(s)

JuliusKielatis / Shutterstock.com

90

15

3

1

0


Learning outcomes

Joining the Police Service

1. Be able to undertake interviews to join the Police Service

2. Be able to carry out volunteering roles

3. Understand the history and structure of the Police Service

4. Understand leadership skills in the Police Service

5. Understand the attributes required of Police Officers

6. Understand the recruitment process

7. Understand volunteering and the Police Service




USP25 43


1. Environment Evidence for this unit may be gathered within the workplace or realistic working environment (RWE).

2. Simulation Simulation is permitted in this unit.

3. Observation outcomes Competent performance of Observation outcomes must be demonstrated on at least one occasion. Assessor observations, witness testimonies and products of work are likely to be the most appropriate sources of performance evidence. Professional discussion may be used as supplementary evidence for those criteria that do not naturally occur.

Achieving observation outcomes Achieving range

Achieving observations and range

USP25

Your assessor will observe your performance of practical tasks. The minimum number of competent observations required is indicated in the Evidence requirements section of this unit.

Criteria may not always naturally occur during a practical observation. In such instances you will be asked questions to demonstrate your competence in this area. Your assessor will document the criteria that have been achieved through professional discussion and/or oral questioning. This evidence will be recorded by your assessor in written form or by other appropriate means.

Your assessor will sign off a learning outcome when all criteria have been competently achieved.

There is no range section that applies to this unit.

44

Learning outcome 1

Observations

You can:



Be able to undertake interviews to join the Police Service

a. Complete Police application forms

b. Undertake interviews for the Police Service

c. Complete problem solving exercises

USP25 45

Learning outcome 2

You can:

Be able to carry out volunteering roles


a. Undertake volunteering roles

b. Complete records detailing your work

c. Review volunteering roles

d. Devise personal development plans

USP2546


Paul Wishart / Shutterstock.com









USP25 47

Knowledge

Learning outcome 3

Understand the history and structure of the Police Service


a. Explain the hierarchical structure of the Police Service

b. Explain the history and development of the Police Service

c. Explain the principles of the Police Service

USP2548

Learning outcome 4

Understand leadership skills in the Police Service


a. Explain types of leadership styles

b. Give examples of different leadership styles in Police contexts

USP25 49

Pjhpix / Shutterstock.com

Learning outcome 5

Understand the attributes required of Police Officers


a. Explain the skills and abilities required of Police Officers

b. Explain the professional standards expected of Police Officers

c. Explain the personal responsibilities of Police Officers

d. Explain the importance of self-discipline in the Police Service

USP2550


Learning outcome 6

Understand the recruitment process


a. Explain the Police recruitment process

b. Describe factors that will enhance prospects of recruitment

c. Explain the factors to consider when preparing for interview

USP25 51


Learning outcome 7

Understand volunteering and the Police Service


a. Explain the importance of volunteering in recruitment for the Police Service

b. Identify volunteering opportunities

c. Explain the roles and responsibilities of volunteering roles

d. Identify the information to record when undertaking volunteering roles

USP2552


Learning outcome 1: Be able to undertake interviews to join the Police Service

Unit content


USP25 53

Complete application forms: Different types of information required (personal details, skills, previous work experience, education and training, personal statement, referees), preparing information before completing the application form, completing a draft application form, fully completed in accordance with the specific requirements of the application form, completed clearly and accurately, use of correct spelling and grammar, checking and reviewing the completed application form.

Undertake interviews: Personal presentation and hygiene, punctuality, verbal communication (language, volume, tone, pace), non-verbal communication (eye contact, body language, facial expressions, gestures, active listening), positive first impression, demonstrate

confidence and enthusiasm, listen carefully to the interviewer’s questions before answering, answer questions appropriately, ask for clarification if needed, ask the interviewer relevant questions, concluding and leaving the interview.

Problem solving models: Use different problem solving models, SARA model, compare and contrast models.

Problem solving exercises: Resolve neighbourhood issues, perspective of different agencies or organisations (officers of the council, local residents, shop keepers, school governors).

Learning outcome 2: Be able to carry out volunteering roles

Undertake volunteering: Carry out the responsibilities and duties for volunteering roles, demonstrate interest and motivation, demonstrate commitment and reliability, use the required skills and abilities.

Complete records: In accordance with the requirements of the organisation, voluntary work log or diary (dates, hours worked, role, responsibilities and duties undertaken, achievements), format (paper-based, ICT), clear and accurate records.

Review roles: Review methods (self-evaluation, feedback from colleagues, feedback from supervisor or manager, feedback from customers), strengths, achievements, areas for improvement.

Personal development plans: Strengths, areas for improvement, future volunteering and work opportunities, threats, timescales, SMART goal setting (short, medium and long term).

Learning outcome 3: Understand the history and structure of the Police Service

Hierarchical structure: Police Constable, Sergeant, Inspector, Chief Inspector, Superintendent, Chief Superintendent, Assistant Chief Constable, Deputy Chief Constable, Chief Constable.

History and development: Timeline of Acts of Parliament, 18th century (constables and watchmen), 19th century (town authority police forces, Metropolitan Police, boroughs and counties, national policing), 20th century (modern policing).

Principles: Accountability, integrity, openness, fairness, leadership, respect, honesty, objectivity, selflessness.

USP2554

Learning outcome 4: Understand leadership skills in the Police Service

Leadership styles: Autocratic, democratic, laissez-faire, participative, situational, transformational, transactional, mixed, bureaucratic, active, emotional.

Policing context: Leadership style (context specific), internal staff leadership and management, dealing with incidents, dealing with the public.

Learning outcome 5: Understand the attributes required of Police Officers

Skills: Organisation, administration, communication, problem solving, team working, leadership.

Abilities: Personal responsibility, resilience, respect, empathy, self-discipline, community focused.

Professional standards: Honesty and integrity, authority, respect and courtesy, equality and diversity, use of force, orders and instructions, duties and responsibilities, confidentiality, fitness for work, conduct, challenging and reporting improper behaviour.

Personal responsibilities: Be aware of the influence of unconscious biases, support colleagues, efficient and effective use of resources, keep accurate records of actions, consider the expectations and needs of different communities.

Importance of self-discipline: Self-discipline (personal presentation, hygiene, time management, punctuality, attendance, reliability, attitude, performance standards), importance (to follow the code of ethics, to follow rules and regulations, to develop a sense of duty and honour, to develop team spirit).


USP25 55

Learning outcome 7: Understand volunteering and the Police Service

Importance of volunteering in terms of recruitment: Demonstrates interest and motivation, demonstrates commitment and reliability, provides relevant work experience, helps to develop the required skills and abilities.

Volunteering opportunities: Police Cadets, Special Constabulary, Police Support Volunteers, Neighbourhood and Home Watch Network, Crime Stoppers, National Association of Chaplains to the Police, Victim Support, Community Speedwatch, Independent Custody Visitors, Independent Advisory Groups, Police Consultation Efforts.

Roles and responsibilities: Of Police

Cadets, Special Constabulary, Police Support Volunteers, Neighbourhood and Home Watch Network, Crime Stoppers, National Association of Chaplains to the Police, Victim Support, Community Speedwatch, Independent Custody Visitors, Independent Advisory Groups, Police Consultation Efforts.

Information to record: Type of volunteering role, responsibilities and duties undertaken, dates and length of volunteering service, hours of voluntary work undertaken, achievements, contact details.

Learning outcome 6: Understand the recruitment process

Recruitment process: Check entry requirements and eligibility, application form, initial recruitment test (interview, interactive exercises, written exercises, numerical and verbal reasoning test), fitness test, medical health check, background and security check, security clearance.

Factors that will enhance prospects: Meeting the requirements for entry and eligibility, appropriate standard of literacy and numeracy, clear and accurately completed application form, having appropriate skills and abilities, relevant work or voluntary experience, interview preparation, test preparation, having appropriate fitness levels, maintenance of good health, credible referees, no criminal convictions.

Preparing for interview: Knowing personal information given within application, anticipating likely interview questions, preparing responses to likely questions, knowing key information (recruitment process, the organisation, job description), preparing relevant questions for the interviewer (further information which has not already been provided, training and development opportunities), interview techniques and rehearsal, personal presentation, knowing interview details (time, date, venue), travel and journey to interview venue.


USP2556

Notes Use this area for notes and diagrams

USP26Community and neighbourhood policing

The aim of this unit is to develop your knowledge and understanding of community and neighbourhood policing. This includes the importance of and impact of communities on society, communication between the police and communities, working partnerships and the role of safer neighbourhood teams. You will also learn about crime prevention, antisocial behaviour and the strategies used for both. The impact of community policing, to include the positive and adverse effects and impact of police operations will also be addressed.

USP26_v1

GLH

Credit value

Level

Observation(s)

External paper(s)

90

15

3

0

0


Learning outcomes

Community and neighbourhood policing

1. Understand policing in communities

2. Understand how to communicate in communities

3. Understand the principles of crime prevention

4. Understand anti-social behaviour

5. Understand the impact of community policing




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USP2660

Knowledge

Learning outcome 1

Understand policing in communities


a. Explain the meaning of communities

b. Give examples of communities and the factors that bind them together

c. Explain why communities are important to society

d. Identify other agencies that make up the wider police family

e. Explain factors to consider when policing a culturally diverse community

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Learning outcome 2

Understand how to communicate in communities


a. Explain the roles within safer neighbourhood teams

b. Give examples of partnership working within communities

c. Explain how legislation assists community engagement

d. Describe how the National Intelligence Model (NIM) helps policing

e. Explain the importance of communication between police and communities

USP2662

Learning outcome 3

Understand the principles of crime prevention


a. Explain the principles of crime prevention

b. Identify types of volume crime

c. Explain crime prevention strategies

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Learning outcome 4

Understand anti-social behaviour


a. Give examples of anti-social behaviour

b. Identify the legislation that regulates anti-social behaviour

c. Give examples of how legislation helps to regulate anti-social behaviour

d. Explain the strategies used to deal with anti-social behaviour

USP2664

Learning outcome 5

Understand the impact of community policing


a. Explain the nine principles of policing

b. Explain police actions that may affect a community positively

c. Explain police actions that may affect a community adversely

d. Describe how to assess the impact of police operations on any given community

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Learning outcome 2: Understand how to communicate in communities

Roles within safer neighbourhood teams: Police Constables (Neighbourhood Specialist Officers), Police Community Support Officers (PCSOs), Special Constables, engagement with the community.

Partnership working within communities: Local Authority, Neighbourhood Watch, Crime stoppers, Fire and Rescue, criminal justice agencies, independent advisory groups, national organisations and helplines, victim support.

Legislation and community engagement: Provides enhanced opportunities for community involvement, enables community to influence strategies and policies.

National Intelligence Model (NIM): Level 1 (district), Level 2 (cross-border), Level 3 (serious and organised crime).

How NIM helps policing: Targeted policing through information and intelligence, prioritising activities and resources, proactive understanding of problems and trends, tactical and strategic process, sets out minimum standards.

Importance of communication between police and communities: Open sharing and receiving of crime-related information, listening to community views and issues, proactive crime prevention, promote trust and reassurance, engage the community in policing strategies.

Learning outcome 1: Understand policing in communities

Unit content


USP2666

Communities: A group of people inhabiting a locality, a group of people with common characteristics or interests, in a virtual context, society as a whole.

Different communities: Residential, business, religious, cultural, socio-economic, youth.

Factors that bind communities: Their aims and purpose, ethics, values, beliefs, behaviours, lifestyle, development and improvement.

Importance of communities to society: Peace and harmony, togetherness,

social support, safety, division of labour, contributing to economy, contributing to community development and improvement.

Agencies making up wider police family: UK Police forces, British Transport Police, Civil Nuclear Constabulary, Ministry of Defence Police, The National Crime Agency.

Factors to consider when policing a culturally diverse community: Barriers (cultural, religious, social, language), values and beliefs, cultural needs, human rights, equality.

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Learning outcome 3: Understand the principles of crime prevention

Principles of crime prevention: Target hardening, target removal, removing the means to commit crime, reducing the pay-off, access control, surveillance, environmental change, rule setting, increasing the chances of being caught, deflecting offenders.

Volume crime: Theft (of and from cars, bicycle theft, street robbery, shoplifting, pick-pocketing), burglary (dwellings, non-dwellings), vandalism, drink driving, assault (not designated as aggravated), criminal damage, drugs (link with acquisitive crime).

Crime prevention strategies: Personal safety, fraud alert, home protection, mobile phone protection, vehicle safety, businesses, community, travel safety and security, wildlife.

Learning outcome 4: Understand anti-social behaviour

Anti-social behaviour: Begging, dealing or taking of drugs and drinking alcohol in the street, gangs and youths drinking in parks, harassment or intimidation, hoax call to emergency services, lighting of fires, misuse of fireworks, intimidating dogs, nuisance neighbours, prostitution and indecent behaviour, vandalism.

Legislation and anti-social behaviour: Anti-social Behaviour Act 2003, Anti-social Behaviour, Crime and Policing Act 2014.

Regulation of anti-social behaviour: Power to grant injunctions, civil orders, anti-social behaviour orders (ASBO’s).

Strategies: Strategic leadership and governance, initial contact, first responders, follow up action, specialist partnership support, analysis and performance, quality assurance, media and communications.

USP2668

Learning outcome 5: Understand the impact of community policing

Principles of policing: Accountability, integrity, openness, fairness, leadership, respect, honesty, objectivity, selflessness.

Positive effects on communities: Proactive community engagement, policing with equality and fairness, resolving local issues of concern.

Adverse effects on communities: Lack of engagement, lack of awareness of local problems and tensions, discrimination, not dealing with local concerns.

Assessing impact: SARA (Scanning, Analysis, Response, Assessment), when to assess (community tensions have been identified, policing operation to take place in an area with existing community tension, national/international event causing local tension, in the event of a critical or major incident, authorised police use of firearms), who can assist (affected communities, safer neighbourhood teams).

USP40Understanding how to deal with Police incidents

The aim of this unit is to develop the knowledge, understanding and skills needed to deal with police incidents. This will include application of the National Decision Making model (NDM), assessing of situations, information gathering, decision making, communication with other professionals and accurate recording of incidents.

USP40_v1

GLH

Credit value

Level

Observation(s)

External paper(s)

30

5

3

0

0


Learning outcomes

Understanding how to deal with Police incidents

1. Understand police incidents

2. Understand how to respond to police incidents




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USP4072

Knowledge

Learning outcome 1

Understand police incidents


a. Explain how the National Decision Making Model (NDM) will be applied at an incident

b. Identify range of incidents that the Police Service may attend

c. Give examples of the type of incidents that require referral to supervision

d. Explain the role and responsibilities of Police Officers at incidents in relation to: • Health and safety • Duties of a Police Officer

e. Explain the importance of reasoned assessment

f. Explain how to gather the necessary information when attending a police incident

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Learning outcome 2

Understand how to respond to police incidents


a. Explain how to assess situations at police incidents

b. Identify health and safety requirements

c. Explain how to take control in police incidents

d. Explain the information gathering procedure at police incidents

e. Explain how to make decisions in police incidents

f. Describe how to communicate incidents to: • Other Police Officers or Staff • Public • Professional agencies

g. Explain how to take statements at police incidents

h. Describe how to record accurate summary of incidents

USP4074

Learning outcome 1: Understand police incidents

Unit content


USP40 75

Applying NDM at incidents: Mission and values at the centre of the decision making process;

Stage 1 – gather information and intelligence.

Stage 2 – assess threat and risk and develop a working strategy.

Stage 3 – consider powers and policies.

Stage 4 – identify options and contingencies.

Stage 5 – take action and review what happened.

Incident: Unforeseen or sudden event that requires appropriate action.

Range of incidents: Anti-social behaviour, harassment, assault, thefts, robbery, burglary, vandalism, domestic abuse, child protection issues, murder, kidnap, manslaughter, terrorism, sexual offences, road traffic incidents, missing persons, fire, race and hate crime, critical incidents.

Roles and responsibilities at incidents in relation to: Health and safety – of self and others, adherence to health and safety, adherence to human rights legislation.

Duties of a police officer – gather information, report, manage conflict, direct traffic, patrol, provide security, administer first aid, make arrests, specialist duties.

Reasoned assessment: Factual, objective, unbiased, balanced.

Importance of reasoned assessment: Effective assessment of the incident, enables appropriate response and action, maintains health and safety, helps to achieve a satisfactory resolution, adherence to the law.

How to gather information: Observation, talking to control room, colleagues, supervisors, members of the public, eye witnesses, interviews, evidence collection from scene, CCTV footage, interrogate control systems, use of press, neighbourhood/residents associations.

Underpinning protocols for gathering information: Data protection act, common law powers to seize evidence, sharing of information protocol.

Learning outcome 2: Understand how to respond to police incidents

USP4076

Assessing situations at police incidents: Follow the stages of the NDM model.

Health and safety at incidents: Immediate action if needed, further information if required, hazards, risk of harm, severity of harm, acceptable risk level, referral to other agencies or professionals if required.

How to take control: Assess the incident and take appropriate action, ensure the safety and security of those involved, communicate with those involved (public, police staff, other agencies), skills and qualities required (communication, organisation, problem solving, conflict management, leadership, confidence, authority, empathy).

Necessary information: Previous history, known dangers, witness information, scene of the crime, scene of the incident, casualties, route taken by suspects, allocated status of call, number of suspects involved.

Decision making in police incidents: Follow the stages of the NDM model.

Communicate incidents to: Police officers or staff – factual, descriptive, clear, accurate, communication methods (police radio, written incident report).

Public – factual and informative (nature of incident, date and time, action needed, police contact details), communication methods (website information, media announcements, public signage, community open day event).

Professional agencies – National Crime Agency, others.

Taking statements: Methods (written statement, video-recorded statement), location (at the incident, at the victim’s home, at the police station), verbal communication (questioning, tone, volume, language), non-verbal communication (body language, facial expression, appearance, active listening), taking breaks if needed.

Accurate summary of incidents: Names, date of incident, place of incident, details of incident, narrative account of events, witness contribution, injuries sustained if applicable.

Recording: Methods (written statement, video-recorded statement), clear and accurate record, checking and signing the statement, giving contact details (name, rank and number of officer taking the statement, name of officer in charge of the case and their contact details).

Documents

VTCT Level 3 Diploma in Preparation for the Police Service...SP3D7F_v4 VTCT Level 3 Diploma in Preparation for the Police Service Operational start date: 1 August 2014 Credit value: