Pearson Edexcel Level 3 Diploma in Policing

Transcription

1 Pearsn Edexcel Level 3 Diplma in Plicing Specificatin NVQ/Cmpetence-based qualificatin First registratin January 2016 Issue 3

2 Edexcel, BTEC and LCCI qualificatins Edexcel, BTEC and LCCI qualificatins are awarded by Pearsn, the UK s largest awarding bdy ffering academic and vcatinal qualificatins that are glbally recgnised and benchmarked. Fr further infrmatin, please visit ur qualificatins website at qualificatins.pearsn.cm. Alternatively, yu can get in tuch with us using the details n ur cntact us page at qualificatins.pearsn.cm/cntactus Abut Pearsn Pearsn is the wrld's leading learning cmpany, with 35,000 emplyees in mre than 70 cuntries wrking t help peple f all ages t make measurable prgress in their lives thrugh learning. We put the learner at the centre f everything we d, because wherever learning flurishes, s d peple. Find ut mre abut hw we can help yu and yur learners at qualificatins.pearsn.cm This specificatin is Issue 3. Key changes are listed in the summary table n the next page. We will infrm centres f any changes t this issue. The latest issue can be fund n the Pearsn website: qualificatins.pearsn.cm The QN remains the same. References t third party material made in this specificatin are made in gd faith. Pearsn des nt endrse, apprve r accept respnsibility fr the cntent f materials, which may be subject t change, r any pinins expressed therein. (Material may include textbks, jurnals, magazines and ther publicatins and websites.) All infrmatin in this specificatin is crrect at time f ging t publicatin. ISBN All the material in this publicatin is cpyright Pearsn Educatin Limited 2017

3 Summary f Pearsn Edexcel Level 3 Diplma in Plicing specificatin Issue 3 changes Summary f changes made between previus Issue 2 and this current Issue 3 Page/sectin number All references t QCF have been remved thrughut the specificatin Thrughut Definitin f TQT added Sectin 1 Definitin f sizes f qualificatins aligned t TQT Sectin 1 TQT value added Sectin 2 QCF references remved frm unit titles and unit levels in all units Sectin 11 Guided learning definitin updated Sectin 11 Earlier issue(s) shw(s) previus changes. If yu need further infrmatin n these changes r what they mean, cntact us via ur website at: qualificatins.pearsn.cm/en/supprt/cntact-us.html.

4 Cntents 1 Intrducing Edexcel NVQ/Cmpetence-based qualificatins 1 What are NVQ/Cmpetence-based qualificatins? 1 Sizes f NVQ/Cmpetence-based qualificatins 1 2 Qualificatin summary and key infrmatin 3 3 Qualificatin purpse 4 Qualificatin bjectives 4 Relatinship with previus qualificatins 4 Prgressin pprtunities 4 Industry supprt and recgnitin 4 4 Qualificatin structure 5 Pearsn Edexcel Level 3 Diplma in Plicing 5 5 Prgramme delivery 6 Elements f gd practice 6 Learner recruitment, preparatin and supprt 6 Training and assessment delivery 7 Emplyer engagement 7 6 Centre resurce requirements 8 General resurce requirements 8 Specific resurce requirements 8 7 Access and recruitment 9 Prir knwledge, skills and understanding 9 Access t qualificatins fr learners with disabilities r specific needs 9 8 Assessment 10 Language f assessment 10 Internal assessment 10 Assessment requirements 11 Types f evidence 12 Assessment f knwledge and understanding 12 Appeals 13

5 Dealing with malpractice 13 Reasnable adjustments t assessment 15 Special cnsideratin 16 9 Centre recgnitin and apprval 17 Centre recgnitin 17 Apprvals agreement Quality assurance f centres Units 19 Unit title 19 Unit reference number 19 Credit value 19 Level 19 Guided learning hurs (GLH) 19 Unit summary 19 Additinal guidance 19 Unit assessment requirements 19 Learning utcmes 20 Assessment criteria 20 Indicative cntent 20 Unit 1: Plan, Implement and Review an Evidence-based Preventative Plicing Apprach 21 Unit 2: Supprt Victims, Witnesses and Vulnerable Peple 31 Unit 3: Manage Cnflict Situatins in Plicing 41 Unit 4: Use Plice Pwers t Deal with Suspects 49 Unit 5: Cnduct Plice Searches 57 Unit 6: Handle Infrmatin and Intelligence that Can Supprt Law Enfrcement 70 Unit 7: Prvide an Initial Respnse t Plicing Incidents 76 Unit 8: Cnduct Pririty and Vlume Investigatins 85 Unit 9: Unit 10: Interview Victims and Witnesses in Relatin t Pririty and Vlume Investigatins 97 Interview Suspects in Relatin t Pririty and Vlume Investigatins Further infrmatin and useful publicatins Prfessinal develpment and training Cntact us 122

6 Annexe A: Assessment strategy 123

7 1 Intrducing Edexcel NVQ/Cmpetencebased qualificatins What are NVQ/Cmpetence-based qualificatins? Natinal Vcatinal Qualificatins (NVQs)/Cmpetence-based qualificatins are wrk-based qualificatins that give learners the pprtunity t develp and demnstrate their cmpetence in the area f wrk r jb rle t which the qualificatin relates. NVQs/Cmpetence-based qualificatins are based n recgnised ccupatinal standards fr the apprpriate sectr. Occupatinal standards define what emplyees, r ptential emplyees, must be able t d and knw, and hw well they shuld undertake wrk tasks and wrk rles. These standards are written in brad terms t enable emplyers and prviders t apply them t a wide range f related ccupatinal areas. NVQs/Cmpetence-based qualificatins are utcmes-based with n fixed learning prgramme, therefre allwing flexible delivery t meet the individual learner s needs. At Level 2 and abve, these qualificatins are recgnised as apprved training and develpment curses fr emplyees that have been in the wrkplace fr sme time r as a way f inducting, training and develping new entrants int the wrkplace. Qualificatins at Level 1 can be used in Traineeships, which enables prgressin t entry level emplyment r t Apprenticeship prgrammes. Learners will wrk twards their qualificatin in the wrkplace r in settings that replicate the wrking envirnment as specified in the assessment requirements. Clleges, training centres and/r emplyers can ffer these qualificatins as lng as they have access t apprpriate physical and human resurces and have the necessary quality assurance systems in place. Sizes f NVQ/Cmpetence-based qualificatins Fr all regulated qualificatins, we specify a ttal number f hurs that learners are expected t undertake in rder t cmplete and shw achievement fr the qualificatin this is the Ttal Qualificatin Time (TQT). The TQT value indicates the size f a qualificatin. Within the TQT, we identify the number f Guided Learning Hurs (GLH) that a centre delivering the qualificatin needs t prvide. Guided learning means activities that directly r immediately invlve tutrs and assessrs in teaching, supervising, and invigilating learners, fr example lectures, tutrials, nline instructin and supervised study. As well as guided learning, there may be ther required learning that is directed by tutrs r assessrs. This includes, fr example, private study, preparatin fr assessment and undertaking assessment when nt under supervisin, such as preparatry reading, revisin and independent research. As well as TQT and GLH, qualificatins can als have a credit value equal t ne tenth f TQT, runded t the nearest whle number. TQT and credit values are assigned after cnsultatin with users f the qualificatins. 1

8 NVQ/Cmpetence-based qualificatins are available in the fllwing sizes: Award a qualificatin with a TQT value f 120 r less (equivalent t a range f 1 12 credits) Certificate a qualificatin with a TQT value in the range f (equivalent t a range f credits) Diplma a qualificatin with a TQT value f 370 r mre (equivalent t 37 credits and abve). 2

9 2 Qualificatin summary and key infrmatin Qualificatin title Pearsn Edexcel Level 3 Diplma in Plicing Qualificatin Number (QN) 601/8246/5 Regulatin start date 21/12/2015 Operatinal start date 01/01/2016 Apprved age ranges Please nte that sectr-specific requirements r regulatins may prevent learners f a particular age frm embarking n this qualificatin. Please refer t the assessment requirements in Sectin 8, Assessment. Ttal Qualificatin Time (TQT) Guided learning (GL) 840 hurs 320 hurs Credit value 84 Assessment Grading infrmatin Entry requirements Funding Prtfli f evidence (internal assessment). The qualificatin and units are graded pass/fail. Learners must be emplyed as a Prbatinary Plice Officer t access this qualificatin. Centres must als fllw the Pearsn Access and Recruitment plicy (see Sectin 7 Access and recruitment). Qualificatins eligible and funded fr pst-16- year-lds can be fund n the funding Hub. The Skills Funding Agency als publishes a funding catalgue that lists the qualificatins available fr 19+ funding. Centres will need t use the Qualificatin Number (QN) when they seek public funding fr their learners. The qualificatin title, unit titles and QN will appear n each learner s final certificate. Centres shuld tell learners this when recruiting them and registering them with Pearsn. There is mre infrmatin abut certificatin in ur UK Infrmatin Manual, available n ur website, qualificatins.pearsn.cm 3

10 3 Qualificatin purpse Qualificatin bjectives The Pearsn Edexcel Level 3 Diplma in Plicing is fr learners wh are currently emplyed as a prbatinary plice fficer. The qualificatin gives learners the pprtunity t: demnstrate cmpetence in the rle f prbatinary plice fficer develp the technical skills, rle-related knwledge, understanding and behaviurs required t wrk in the jb rle f plice fficer achieve a natinally-recgnised Level 3 qualificatin This qualificatin is based n the Initial Plice Learning and Develpment Prgramme (IPLDP). Relatinship with previus qualificatins This qualificatin is a replacement fr the Pearsn Edexcel Level 3 Diplma in Plicing (QCF), which has expired. Prgressin pprtunities Learners wh achieve the Pearsn Edexcel Level 3 Diplma in Plicing can prgress t the rle f plice fficer. The qualificatin will als prvide learners with pprtunities t prgress thrugh their career within the plice service. Mre infrmatin n the Natinal Plice Prmtin Framewrk can be fund n the Cllege f Plicing website, Industry supprt and recgnitin This qualificatin is supprted by Skills fr Justice, the Sectr Skills Cuncil fr Cmmunity Justice, Curts Services, Custdial Care, Fire and Rescue, Frensic Science, Plicing and Law Enfrcement and Prsecutin Services. The qualificatin is a cllabrative develpment with the Cllege f Plicing the prfessinal bdy fr plicing in England and Wales. 4

11 4 Qualificatin structure Pearsn Edexcel Level 3 Diplma in Plicing The learner will need t meet the requirements utlined in the table belw befre the qualificatin can be awarded. Number f units that must be achieved (all units are mandatry) 10 Number f credits that must be achieved 84 Unit number Mandatry units Level Credit Guided learning 1 Plan, Implement and Review an Evidencebased Preventative Plicing Apprach 2 Supprt Victims, Witnesses and Vulnerable Peple Manage Cnflict Situatins in Plicing Use Plice Pwers t Deal with Suspects Cnduct Plice Searches Handle Infrmatin and Intelligence that Can Supprt Law Enfrcement 7 Prvide an Initial Respnse t Plicing Incidents Cnduct Pririty and Vlume Investigatins Interview Victims and Witnesses in Relatin t Pririty and Vlume Investigatins 10 Interview Suspects in Relatin t Pririty and Vlume Investigatins

12 5 Prgramme delivery Centres are free t ffer these qualificatins using any mde f delivery (fr example full-time, part-time, evening nly, distance learning) that meets learners needs. Learners must be in emplyment r wrking with a training prvider n a prgramme s that they can develp and demnstrate the ccupatinal cmpetence required. Whichever mde f delivery is used, centres must make sure that learners have access t specified resurces and t the sectr specialists delivering and assessing the units. Centres must adhere t the Pearsn plicies that apply t the different mdes f delivery. The Cllabrative Arrangements fr the Delivery f Vcatinal Qualificatins plicy is available n ur website. There are varius appraches t delivering a successful cmpetence-based qualificatin. The sectin belw utlines elements f gd practice that centres can adpt in relatin t learner recruitment, preparatin and supprt, training and assessment delivery, and emplyer engagement. Elements f gd practice Learner recruitment, preparatin and supprt Gd practice in relatin t learner recruitment, preparatin and supprt includes: prviding initial advice and guidance, including wrk tasters, t ptential learners t give them an insight int the relevant industry and the learning prgramme using a range f apprpriate and rigrus selectin methds t ensure that learners are matched t the prgramme best suited t their needs carrying ut a thrugh inductin fr learners t ensure that they cmpletely understand the prgramme and what is expected f them. The inductin shuld include, fr example, the requirements f the prgramme, an initial assessment f current cmpetency levels, assessment f individual learning styles, identificatin f training needs, an individual learning plan, details f training delivery and the assessment prcess. It is gd practice t invlve emplyers in the inductin prcess. This helps them t understand what will be taking place during the prgramme and enables them t start building a relatinship with the centre t supprt the effective delivery f the prgramme keeping in regular cntact with the learner t keep them engaged and mtivated, and ensuring that there are pen lines f cmmunicatin between the learner, the assessr, the emplyer and teaching staff. 6

13 Training and assessment delivery Gd practice in relatin t training and assessment delivery includes: ffering flexible delivery and assessment t meet the needs f the emplyer and learner, thrugh the use f a range f appraches, fr example virtual learning envirnments (VLEs), nline lectures, vide, printable nline resurces, virtual visits, webcams fr distance training, e-prtflis planning pprtunities fr the develpment and practising f skills n the jb. On-the-jb training presents an excellent pprtunity t develp the learner s rutine expertise, resurcefulness, craftspersnship and business-like attitude. It is therefre imprtant that there is intentinal structuring f practice and guidance t supplement the learning and develpment prvided thrugh engagement in everyday wrk activities. Learners need t have structured time t learn and practise their skills separate frm their everyday wrk activities. Teaching and learning methds, such as caching, mentring, shadwing, reflective practice, cllabratin and cnsultatin, culd be used in this structured n-the-jb learning develping a hlistic apprach t assessment by matching evidence t different assessment criteria, learning utcmes and units as apprpriate, thereby reducing the assessment burden n learners and assessrs. It is gd practice t draw up an assessment plan that aligns the units with the learning prcess and the acquisitin f knwledge and skills, and which indicates hw and when the units will be assessed discussing and agreeing with the learner and emplyer suitable times, dates and wrk areas where assessment will take place. Learners and emplyers shuld be given regular and relevant feedback n perfrmance and prgress. Emplyer engagement Gd practice in relatin t emplyer engagement includes: cmmunicating with emplyers at the start f the prgramme t understand their business cntext and requirements s that the prgramme can be tailred t meet their needs wrking with emplyers t ensure that learners are allcated a mentr in the wrkplace t assist them in the day-t-day wrking envirnment and t act as a cntact fr the assessr/tutr helping emplyers t better understand their rle in the delivery f the prgramme. It is imprtant that emplyers understand that sufficient and relevant wrk must be given t learners in rder t prvide a culture f learning and t ensure that they are given every pprtunity t participate in aspects f cntinuus prfessinal develpment (CPD). 7

14 6 Centre resurce requirements As part f the apprval prcess, centres must make sure that the resurce requirements belw are in place befre ffering the qualificatin. General resurce requirements Centres must have the apprpriate physical resurces t supprt delivery and assessment f the qualificatin. Fr example, a wrkplace in line with industry standards, r a Realistic Wrking Envirnment (RWE), where permitted, as specified in the assessment strategy fr the sectr, equipment, IT, learning materials, teaching rms. Where a RWE is permitted, it must ffer the same cnditins as the nrmal, day-t-day wrking envirnment, with a similar range f demands, pressures and requirements fr cst-effective wrking. Centres must meet any specific human and physical resurce requirements utlined in the assessment strategy in Annexe A. Staff assessing learners must meet the ccupatinal cmpetence requirements within the verarching assessment strategy fr the sectr. There must be systems in place t ensure cntinuing prfessinal develpment fr staff delivering the qualificatin. Centres must have apprpriate health and safety plicies, prcedures and practices in place fr the delivery and assessment f the qualificatin. Centres must have rbust internal verificatin systems and prcedures in place t ensure the quality and authenticity f learners wrk as well as the accuracy and cnsistency f assessment decisins between assessrs perating at the centre. Fr infrmatin n the requirements fr implementing assessment prcesses in centres, please refer t the Quality Assurance Centre Handbk NVQ/SVQ Cmpetence-based Qualificatins and the Pearsn Edexcel NVQs, SVQs and cmpetence-based qualificatins Delivery Requirements and Quality Assurance Guidance n ur website. Centres must deliver the qualificatin in accrdance with current equality legislatin. Fr further details n Pearsn s cmmitment t the Equality Act 2010, please see Sectin 7 Access and recruitment. Fr full details n the act, visit Specific resurce requirements As well as the general requirements abve, centres must have access t the Natinal Centre fr Applied Learning Technlgies (NCALT) Managed Learning Envirnment (MLE). The MLE prvides updates regarding changes t the Natinal Plicing Curriculum (), which this qualificatin links t. 8

15 7 Access and recruitment Our plicy n access t ur qualificatins is that: they shuld be available t everyne wh is capable f reaching the required standards they shuld be free frm barriers that restrict access and prgressin there shuld be equal pprtunities fr all wishing t access the qualificatins. Centres must ensure that their learner recruitment prcess is cnducted with integrity. This includes ensuring that applicants have apprpriate infrmatin and advice abut the qualificatin t ensure that it will meet their needs. Prir knwledge, skills and understanding Learners are required t be emplyed in the rle f prbatinary plice fficer, which is guided by the plice entry and recruitment plicy. Access t qualificatins fr learners with disabilities r specific needs Equality and fairness are central t ur wrk. Pearsn s Equality Plicy requires all learners t have equal pprtunity t access ur qualificatins and assessments and ensures ur qualificatins are awarded in a way that is fair t every learner. We are cmmitted t making sure that: learners with a prtected characteristic (as defined by the Equality Act 2010) are nt, when they are undertaking ne f ur qualificatins, disadvantaged in cmparisn t learners wh d nt share that characteristic all learners achieve the recgnitin they deserve frm undertaking a qualificatin and that this achievement can be cmpared fairly t the achievement f their peers. Fr learners with disabilities and specific needs, the assessment f their ptential t achieve the qualificatin must identify, where apprpriate, the supprt that will be made available t them during delivery and assessment f the qualificatin. Please see the infrmatin regarding reasnable adjustments and special cnsideratin in Sectin 8 Assessment. 9

16 8 Assessment T achieve a pass fr this qualificatin, the learner must achieve all the units required in the stated qualificatin structure. Language f assessment Assessments fr the units in this qualificatin are in English nly. A learner taking the qualificatin may be assessed in British r Irish Sign Language where it is permitted fr the purpse f reasnable adjustment. Further infrmatin n access arrangements can be fund in the Jint Cuncil fr Qualificatins (JCQ) dcument Adjustments fr candidates with disabilities and learning difficulties, Access Arrangements and Reasnable Adjustments, General and Vcatinal qualificatins. The dcument is available n ur website. Internal assessment The units in this qualificatin are assessed thrugh an internally and externally quality assured Prtfli f Evidence made up f evidence gathered during the curse f the learner s wrk. Each unit has specified learning utcmes and assessment criteria. T pass each unit the learner must: achieve all the specified learning utcmes satisfy all the assessment criteria by prviding sufficient and valid evidence fr each criterin prve that the evidence is their wn. The learner must have an assessment recrd that identifies the assessment criteria that have been met. The assessment recrd shuld be crss-referenced t the evidence prvided. The assessment recrd shuld include details f the type f evidence and the date f assessment. Suitable centre dcumentatin shuld be used t frm an assessment recrd. It is imprtant that the evidence prvided t meet the assessment criteria fr the unit and learning utcmes is: Valid Authentic Current Reliable Sufficient relevant t the standards fr which cmpetence is claimed prduced by the learner sufficiently recent t create cnfidence that the same skill, understanding r knwledge persist at the time f the claim indicates that the learner can cnsistently perfrm at this level fully meets the requirements f the standards. Learners can prvide evidence f ccupatinal cmpetence frm: current practice where evidence is generated frm a current jb rle a prgramme f develpment where evidence cmes frm assessment pprtunities built int a learning prgramme. The evidence prvided must meet the assessment requirements fr the qualificatin 10

17 the Recgnitin f Prir Learning (RPL) where a learner can demnstrate that they can meet a unit s assessment criteria thrugh knwledge, understanding r skills they already pssess withut undertaking a curse f develpment. They must submit sufficient, reliable, authentic and valid evidence fr assessment. Evidence submitted that is based n RPL shuld give the centre cnfidence that the same level f skill, understanding and knwledge exists at the time f claim as existed at the time the evidence was prduced. RPL is acceptable fr accrediting a unit, several units, r a whle qualificatin. Further guidance is available in ur plicy dcument Recgnitin f Prir Learning Plicy and Prcess, available n ur website. a cmbinatin f these. Assessment requirements The assessment strategy fr the qualificatin is included in Annexe A. It sets ut the verarching assessment principles and the framewrk fr assessing the units t ensure that the qualificatin remain valid and reliable. It has been develped by Skills fr Justice and the Cllege f Plicing in partnership with emplyers, training prviders, awarding rganisatins and the regulatry authrities. 11

18 Types f evidence T achieve a unit, the learner must gather evidence that shws that they have met the required standard specified in the assessment criteria, Pearsn s quality assurance arrangements (please see Sectin 10, Quality assurance f centres) and the requirements f the assessment strategy given in Annexe A. In line with the assessment strategy, evidence fr internally assessed units can take a variety f frms as indicated belw: direct bservatin f the learner s perfrmance by their assessr (O) preferred methdlgy utcmes frm ral r written questining (Q&A) prducts f the learner s wrk (P) persnal statements and/r reflective accunts (RA) utcmes frm simulatin (S) see assessment strategy prfessinal discussin (PD) authentic statements/witness testimny (WT) expert witness testimny (EWT) evidence f Recgnitin f Prir Learning (RPL). Learners can use the abbreviatins in their prtflis fr crss-referencing purpses. Learners can als use ne piece f evidence t prve their knwledge, skills and understanding acrss different assessment criteria and/r acrss different units. It is nt necessary fr learners t have each assessment criterin assessed separately. They shuld be encuraged t reference evidence t the relevant assessment criteria. Hwever, the evidence prvided fr each unit must clearly reference the unit being assessed. Evidence must be available t the Assessr, the Internal Verifier and the Pearsn Standards Verifier. Any specific evidence requirements fr a unit are given in the Unit assessment requirements sectin f the unit. Further guidance n the requirements fr centre quality assurance and internal verificatin prcesses is available n ur website. Please see Sectin 12 Further infrmatin and useful publicatins fr details. Assessment f knwledge and understanding Knwledge and understanding are key cmpnents f cmpetent perfrmance, but it is unlikely that perfrmance evidence alne will prvide sufficient evidence fr knwledge-based learning utcmes and assessment criteria. Where the learner s knwledge and understanding is nt apparent frm perfrmance evidence, it must be assessed thrugh ther valid methds and be supprted by suitable evidence. The evidence prvided t meet these learning utcmes and assessment criteria must be in line with The Strategic Gvernance f Natinal Plicing Qualificatins in England and Wales 2015, the assessment strategy develped by Skills fr Justice and the Cllege f Plicing included in Annexe A. Any specific assessment requirements are stated in the Unit assessment requirements sectin f each unit in Sectin 11 Units. 12

19 Appeals Centres must have a plicy fr dealing with appeals frm learners. Appeals may relate t incrrect assessment decisins r unfairly cnducted assessment. The first step in such a plicy is a cnsideratin f the evidence by a Lead Internal Verifier r ther member f the prgramme team. The assessment plan shuld allw time fr ptential appeals after learners have been given assessment decisins. Centres must dcument all learners appeals and their reslutins. Further infrmatin n the appeals prcess can be fund in ur Enquiries and Appeals abut Pearsn Vcatinal Qualificatins plicy, available n ur website. Dealing with malpractice Malpractice means acts that undermine the integrity and validity f assessment, the certificatin f qualificatins and/r may damage the authrity f thse respnsible fr delivering the assessment and certificatin. Pearsn des nt tlerate actins (r attempted actins) f malpractice by learners, centre staff r centres in cnnectin with Pearsn qualificatins. Pearsn may impse penalties and/r sanctins n learners, centre staff r centres where incidents (r attempted incidents) f malpractice have been prven. Malpractice may arise r be suspected in relatin t any unit r type f assessment within the qualificatin. Fr further details n malpractice and advice n preventing malpractice by learners please see Pearsn s Centre Guidance: Dealing with Malpractice, available n ur website. Internal assessment Centres are required t take steps t prevent malpractice and t investigate instances f suspected malpractice. Learners must be given infrmatin that explains what malpractice is fr internal assessment and hw suspected incidents will be dealt with by the centre. The Centre Guidance: Dealing with Malpractice dcument gives full infrmatin n the actins we expect yu t take. Pearsn may cnduct investigatins if we believe that a centre is failing t carry ut internal assessment accrding t ur plicies. The abve dcument gives mre infrmatin and examples, and details the penalties and sanctins that may be impsed. In the interests f learners and centre staff, centres need t respnd effectively and penly t all requests relating t an investigatin int an incident f suspected malpractice. 13

20 Learner malpractice The head f centre is required t reprt incidents f suspected learner malpractice that ccur during Pearsn examinatins. We ask centres t cmplete JCQ Frm M1 ( and it with any accmpanying dcuments (signed statements frm the learner, invigilatr, cpies f evidence, etc) t the investigatins team at pqsmalpractice@pearsn.cm. The respnsibility fr determining apprpriate sanctins r penalties t be impsed n learners lies with Pearsn. Learners must be infrmed at the earliest pprtunity f the specific allegatin and the centre s malpractice plicy, including the right f appeal. Learners fund guilty f malpractice may be disqualified frm the qualificatin fr which they have been entered with Pearsn. Teacher/centre malpractice The head f centre is required t infrm Pearsn s Investigatins Team f any incident f suspected malpractice by centre staff, befre any investigatin is undertaken. The head f centre is requested t infrm the Investigatins Team by submitting a JCQ M2a frm (dwnladable frm with supprting dcumentatin t pqsmalpractice@pearsn.cm. Where Pearsn receives allegatins f malpractice frm ther surces (fr example Pearsn staff, annymus infrmants), the investigatins team will cnduct the investigatin directly r may ask the head f centre t assist. Incidents f maladministratin (accidental errrs in the delivery f Pearsn qualificatins that may affect the assessment f learners) shuld als be reprted t the Investigatins Team using the same methd. Heads f centres/principals/chief executive fficers r their nminees are required t infrm learners and centre staff suspected f malpractice f their respnsibilities and rights, please see sectin 6.15 f JCQ s General and Vcatinal qualificatins, Suspected Malpractice in Examinatins and Assessments Plicies and Prcedures. Pearsn reserves the right in cases f suspected malpractice t withhld the issuing f results/certificates while an investigatin is in prgress. Depending n the utcme f the investigatin, results and/r certificates may nt be released r they may be withheld. We reserve the right t withhld certificatin when undertaking investigatins, audits and quality assurance prcesses. Yu will be ntified within a reasnable perid f time if this ccurs. 14

21 Sanctins and appeals Where malpractice is prven, we may impse sanctins r penalties. Where learner malpractice is evidenced, penalties may be impsed such as: mark reductin fr affected external assessments disqualificatin frm the qualificatin debarment frm registratin fr Pearsn qualificatins fr a perid f time. If we are cncerned abut yur centre s quality prcedures we may impse sanctins such as: wrking with yu t create an imprvement actin plan requiring staff members t receive further training placing temprary blcks n yur certificates placing temprary blcks n registratin f learners debarring staff members r the centre frm delivering Pearsn qualificatins suspending r withdrawing centre apprval status. The centre will be ntified if any f these apply. Pearsn has established prcedures fr centres that are cnsidering appeals against penalties and sanctins arising frm malpractice. Appeals against a decisin made by Pearsn will nrmally be accepted nly frm the head f centres (n behalf f learners and/r members r staff) and frm individual members (in respect f a decisin taken against them persnally). Further infrmatin n appeals can be fund in ur Enquiries and Appeals abut Pearsn Vcatinal Qualificatins plicy n ur website. In the initial stage f any aspect f malpractice, please ntify the investigatins team (via pqsmalpractice@pearsn.cm) wh will infrm yu f the next steps. Reasnable adjustments t assessment Centres are able t make adjustments t assessments t take accunt f the needs f individual learners in line with the guidance given in the dcument Pearsn Supplementary Guidance fr Reasnable Adjustment and Special Cnsideratin in Vcatinal Internally Assessed Units. In mst instances, adjustments can be achieved by fllwing the guidance; fr example allwing the use f assistive technlgy r adjusting the frmat f the evidence. We can advise yu if yu are uncertain as t whether an adjustment is fair and reasnable. Any reasnable adjustment must reflect the nrmal learning r wrking practice f a learner in a centre r wrking within the ccupatinal area. Further infrmatin n access arrangements can be fund in the JCQ dcument Adjustments fr candidates with disabilities and learning difficulties, Access Arrangements, Reasnable Adjustments and Special Cnsideratin fr General and Vcatinal qualificatins. Bth dcuments are n ur website. 15

22 Special cnsideratin Centres must perate special cnsideratin in line with the guidance given in the dcument Supplementary Guidance fr Reasnable Adjustment and Special Cnsideratin in Vcatinal Internally Assessed Units. Special cnsideratin may nt be applicable in instances where: assessment requires the demnstratin f practical cmpetence criteria have t be met fully units/qualificatins cnfer licence t practice. Centres cannt apply their wn special cnsideratin; applicatins fr special cnsideratin must be made t Pearsn and can be made nly n a case-by-case basis. A separate applicatin must be made fr each learner and certificatin claims must nt be made until the utcme f the applicatin has been received. Further infrmatin n special cnsideratin can be fund in the JCQ dcument Adjustments fr candidates with disabilities and learning difficulties, Access Arrangements and Reasnable Adjustments, General and Vcatinal qualificatins. Bth f the dcuments mentined abve are n ur website. 16

23 9 Centre recgnitin and apprval Centre recgnitin Centres that have nt previusly ffered Pearsn cmpetence-based qualificatins need t apply fr and be granted centre recgnitin and apprval as part f the prcess fr apprval t ffer individual qualificatins. Existing centres will be given autmatic apprval fr a new qualificatin if they are already apprved fr a qualificatin that is being replaced by a new qualificatin and the cnditins fr autmatic apprval are met. Guidance n seeking apprval t deliver Pearsn vcatinal qualificatins is available n ur website. Apprvals agreement All centres are required t enter int an apprval agreement, which is a frmal cmmitment by the head r principal f a centre, t meet all the requirements f the specificatin and any assciated cdes, cnditins r regulatins. Pearsn will act t prtect the integrity f the awarding f qualificatins. If centres d nt cmply with the agreement, this culd result in the suspensin f certificatin r withdrawal f apprval. 17

24 10 Quality assurance f centres Quality assurance is at the heart f vcatinal qualificatins. Centres are required t declare their cmmitment t ensuring quality and t giving learners apprpriate pprtunities that lead t valid and accurate assessment utcmes. Centres must fllw quality assurance requirements fr standardisatin f assessrs and internal verifiers and the mnitring and recrding f assessment prcesses. Pearsn uses external quality assurance prcedures t check that all centres are wrking t natinal standards. It gives us the pprtunity t identify and prvide supprt t safeguard certificatin and quality standards. It als allws us t recgnise and supprt gd practice. Centres ffering cmpetence-based qualificatins will usually receive tw standards verificatin visits per year (a ttal f tw days per year). The exact frequency and duratin f standards verificatin visits will reflect the centre s perfrmance, taking accunt f the: number f assessment sites number and thrughput f learners number and turnver f assessrs number and turnver f internal verifiers. Where a centre is ffering stand-alne NVQs/Cmpetence-based qualificatins in the same sectr as a full BTEC Apprenticeship, the same standards verifier shuld be allcated. If a centre is als ffering stand-alne BTEC qualificatins in the same sectr as a full BTEC Apprenticeship, a different quality assurance mdel applies. In rder fr certificatin t be released, cnfirmatin is required that the Natinal Occupatinal Standards (NOS) fr assessment and verificatin, and fr the specific ccupatinal sectr are being met cnsistently. Fr further details, please g t the Quality Assurance Centre Handbk NVQ/SVQ Cmpetence-based Qualificatins and the Pearsn Edexcel NVQs, SVQs and cmpetence-based qualificatins Delivery Requirements and Quality Assurance Guidance n ur website. 18

25 11 Units Each unit has the fllwing sectins. Unit title This is the frmal title f the unit which will appear n the learner s certificate. Unit reference number Each unit is assigned a unit reference number that appears with the unit title n the Register f Regulated Qualificatins. Credit value All units in this qualificatin have a credit value. The minimum credit value is 1 and credits can be awarded in whle numbers nly. Level All units and qualificatins have a level assigned t them. The level assigned is infrmed by the level descriptrs defined by Ofqual, the qualificatins regulatr. Guided learning hurs (GLH) Guided Learning Hurs (GLH) is the number f hurs that a centre delivering the qualificatin needs t prvide. Guided learning means activities that directly r immediately invlve tutrs and assessrs in teaching, supervising, and invigilating learners, fr example lectures, tutrials, nline instructin and supervised study. Unit summary This summarises the purpse f the unit and the learning the unit ffers. Additinal guidance This prvides further infrmatin fr delivery and assessment f the unit and shuld be read in cnjunctin with the assessment strategy and Sectin 8, Assessment. Unit assessment requirements This utlines the requirements fr the assessment f the unit. Learners must prvide evidence accrding t each f the requirements stated in this sectin. 19

26 Learning utcmes The learning utcmes set ut what a learner will knw, understand r be able t d as the result f a prcess f learning. Assessment criteria The assessment criteria specify the standard the learner is required t meet t achieve a learning utcme. Indicative cntent This describes the link between the assessment criteria, relevant areas f the Natinal Plicing Curriculum () and ther relevant infrmatin. Centres must keep abreast f changes t the via the Natinal Centre fr Applied Learning Technlgies (NCALT) Managed Learning Envirnment (MLE). The MLE prvides updates regarding changes t the Natinal Plicing Curriculum (), which this qualificatin links t. 20

27 Unit 1: Plan, Implement and Review an Evidencebased Preventative Plicing Apprach Level: 4 Credit value: 8 Guided learning: 30 Unit summary This unit is abut applying an evidence-based preventative apprach t plicing which may ften be cmplex and brad ranging. This shuld include applying the principles f evidence-based plicing and prblem slving/identificatin t a perceived cncern, prblem, issue r situatin. The learner must be able t gather infrmatin and intelligence, analyse that infrmatin and apply a practive, preventative initiative t address an identified situatin. The learner may draw n relevant practice relating t similar situatins and draw n the wrk f thers t prpse initiatives t slve the perceived cncern, issue r prblem. The learner must then g n t implement the initiative and cllate the findings frm the implementatin. Finally, learners are expected t evaluate the implementatin f the initiative and where apprpriate, share the findings with thers. Nte: It is appreciated that the learner will nt always be given the necessary authrisatin t implement initiatives. Where they are nt permitted t implement, learners shuld be able t describe hw they wuld implement, cllate findings, evaluate and share their findings with thers. This unit is nt limited t any particular type f preventative initiative r interventin. It is expected that Officers will be able t evidence this unit in the nrmal curse f their duties. Unit assessment requirements Knwledge element Knwledge and understanding must be adequately demnstrated in a learning and develpment envirnment prir t applicatin in the wrkplace Wrkplace assessment The learner must have identified a prblem/cncern/issue/situatin and applied an initiative t mitigate the risk f escalatin, cntinuatin r incidents ccurring. Additinally the learner must fllw-up n the success r therwise f the interventin and finally they shuld share their findings. This must be practically assessed n at least ne ccasin in the wrkplace. 21

28 Where the learner is nt given authrisatin t implement a mitigating initiative, they must describe hw they wuld implement their planned interventin and detail hw they wuld g abut mnitring, analysing and sharing the results f their initiative. Additinal guidance Assessment supprt fr this unit culd include: case studies relevant legislatin research data. Assessment evidence culd include: written reprts evidence gathering exercises prductin and implementatin f sample plicing plans simulated presentatins t key stakehlders. (This is nt definitive and a variety f evidence shuld be used t make an assessment.) Additinal surces f infrmatin culd include: face t face interviews nline frums auditable events. Fr assessment criteria 1.1, learners must prvide a brief descriptin f the legislatin, rganisatinal requirements, natinal guidelines and persnal respnsibilities that relate t multi-agency infrmatin sharing, stating hw they supprt an evidence-based preventative plicing apprach. Fr assessment criteria 2.1, learners must analyse infrmatin and evidence (e.g. statistics) and use this t substantiate their decisin cncerning apprpriateness f a preventative plicing apprach. Fr assessment criteria 2.3, learners must analyse apprpriate data and prvide clear ratinale fr identificatin f pssible causes fr cncern. Fr assessment criteria 4.2, learners must analyse infrmatin (e.g. statistics) when mnitring an implementatin t ascertain the extent t which it is effective, ecnmical and essential. Initial analysis shuld be fllwed by subsequent analyses where apprpriate. Fr assessment criteria 5.3, key stakehlders must include relevant clleagues in line with plicing chain f cmmand. Findings must be shared in a suitable frmat (e.g. reprt, presentatin) fr the intended audience. As per the unit assessment requirements, where the learner is nt given authrisatin t implement a mitigating initiative, they must describe via prfessinal discussin hw they wuld implement their planned interventin and detail hw they wuld g abut mnitring, analysing and sharing the results f their initiative. 22

29 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes Assessment criteria Indicative cntent 1 Understand an evidence-based preventative plicing apprach 1.1 Summarise the legislatin, rganisatinal requirements, natinal guidelines and persnal respnsibilities that relate t multi-agency infrmatin sharing, in rder t supprt an evidence-based preventative plicing apprach 1.2 Explain the principles f an evidence-based preventative plicing apprach an intrductin t evidence-based plicing (EBP) Infrmatin and Intelligence handling infrmatin and intelligence Cnsideratins: Management f Plice Infrmatin (MOPI) Data Prtectin Act (DPA) 1998 Freedm f Infrmatin (FOI) Act 2000 Criminal Prcedure and Investigatins Act (CPIA) 1996 Regulatin f Investigatry Pwers Act (RIPA) 2000 lcal frce systems and prtcls an intrductin t EBP 23

30 Learning utcmes Assessment criteria Indicative cntent 1.3 Explain the surces and types f evidence that can infrm gd practice in preventative plicing an intrductin t EBP Cnsideratins, e.g. cntext f the prblem features f the prblem infrmatin and evidence that will help the learner understand the prblem Types f evidence, e.g. practice-based expertise qualitative research fcus grups/case studies/bservatin quantitative research, e.g. questinnaires what wrks Surces, e.g. cmmunity clleagues surveys published reprts What Wrks Centre POLKA (the Plice OnLine Knwledge Area) Knwledge Bank evidence frm ther frces/agencies 24

31 Learning utcmes Assessment criteria Indicative cntent HMIC website Campbell Cllabratin website lcal universities Hme Office research Effective Practice database 1.4 Explain the relatinship between decisin-making prcesses and an evidence-based preventative plicing apprach 1.5 Explain the benefits f an evidence-based preventative plicing apprach t reducing crime 1.6 Evaluate different plicing situatins in which an evidence-based preventative plicing apprach can be effective an intrductin t EBP cnducting EBP research Natinal Decisin Mdel (NDM) Cmmunity Engagement plicing in the cmmunity crime preventin an intrductin t EBP Cmmunity Engagement plicing in the cmmunity crime preventin Crime 25

32 Learning utcmes Assessment criteria Indicative cntent an intrductin t EBP Cmmunity Engagement plicing in the cmmunity crime preventin 2 Be able t develp a preventative plicing apprach in a given situatin 1.7 Explain the imprtance f cllabrative actin between stakehlders t achieve an evidence-based preventative plicing apprach 2.1 Cnfirm that situatins are apprpriate fr the use f a preventative plicing apprach an intrductin t EBP Cmmunity Engagement plicing in the cmmunity Infrmatin and Intelligence submitting, sharing and dispsal f infrmatin an intrductin t EBP Cmmunity Engagement plicing in the cmmunity crime preventin Crime 26

33 Learning utcmes Assessment criteria Indicative cntent 2.2 Gather evidence and infrmatin frm relevant surces t supprt the develpment f a preventative plicing apprach 2.3 Determine pssible causes f cncern in given plicing situatins Infrmatin and Intelligence handling infrmatin and intelligence an intrductin t EBP Cmmunity Engagement plicing in the cmmunity crime preventin See 1.3 fr: cnsideratins types f evidence surces Infrmatin and Intelligence handling infrmatin and intelligence managing infrmatin and intelligence an intrductin t EBP develping a hypthesis Cncerns may include: scial and envirnmental cnditins crime rates 27

34 Learning utcmes Assessment criteria Indicative cntent fear f crime vulnerability anti-scial behaviur plice presence 3 Be able t develp plans t supprt preventative plicing appraches 2.4 Analyse the evidence and infrmatin t develp apprpriate slutins via preventative plicing appraches 2.5 Obtain agreement frm key stakehlders n preventative plicing appraches adpted 3.1 Develp preventative plicing plans, including: a resurces plan a plan fr dealing with cntingencies an intrductin t EBP cnducting EBP research setting ut a prpsal an intrductin t EBP cnducting EBP research Cmmunity Engagement plicing in the cmmunity crime preventin an intrductin t EBP cnducting EBP research 28

35 Learning utcmes Assessment criteria Indicative cntent 4 Be able t implement preventative plicing plans 4.1 Implement preventative plicing plans an intrductin t EBP cnducting EBP research 4.2 Mnitr the prgress f the implementatin an intrductin t EBP cnducting EBP research 5 Be able t review preventative plicing appraches adpted 4.3 Make amendments t preventative plicing plans as required 5.1 Gather evidence frm implementatins t supprt apprach reviews 5.2 Analyse findings regarding the implementatin f appraches an intrductin t EBP cnducting EBP research an intrductin t EBP cnducting EBP research an intrductin t EBP cnducting EBP research 29

36 Learning utcmes Assessment criteria Indicative cntent 5.3 Share findings f the review with key stakehlders 5.4 Cnduct any further actins as determined by review findings an intrductin t EBP cnducting EBP research an intrductin t EBP cnducting EBP research Learner name: Learner signature: Assessr signature: Internal verifier signature: (if sampled) Date: Date: Date: Date: 30

37 Unit 2: Supprt Victims, Witnesses and Vulnerable Peple Level: 3 Credit value: 8 Guided learning: 30 Unit summary This unit is abut prviding initial supprt t thse affected by ffending r antiscial behaviur (victims and witnesses) and thse wh may be particularly vulnerable t becming a victim f crime r anti-scial behaviur. This initial supprt may be practical (e.g. relating t safety and security, cmpensatin claims, paperwrk) r emtinal (e.g. listening, reassurance). The learner must als assess the individual s need fr further supprt, and identify and discuss pssible surces f such supprt. Of key imprtance thrughut is the ability t cmmunicate effectively t encurage individuals t express their wn feelings and needs. Unit assessment requirements Knwledge element Applicatin f knwledge shuld be demnstrated in a learning and develpment envirnment prir t applicatin in the wrkplace. Wrkplace assessment Cmpetence must be practically demnstrated n tw ccasins in the wrkplace. Additinal guidance Assessment supprt fr this unit culd include: case studies cdes f practice legislatin research data crime data. Assessment evidence culd include: written reprts evidence gathering exercises simulated scenari and prductin f fllw-up paperwrk. 31

38 (This is nt definitive and a variety f evidence shuld be used t make an assessment.) Additinal resurces and surces f infrmatin t access culd include: apprpriate ICT (technlgy) reprts and case studies frm wider rganisatins. Fr assessment criteria 1.1, learners must explain what is meant by duty f care and hw it shuld be applied, with examples. Fr assessment criteria 1.3, learners must prvide a brief descriptin f at least three factrs, stating hw they may cause smene t be particularly vulnerable and require supprt. Fr assessment criteria 1.11, learners must prvide a brief descriptin f at least three apprpriate surces f advice and supprt that may be accessed, stating hw they assist in meeting individuals needs. Fr assessment criteria 3.1, learners must apprpriately initiate and prvide supprt, and be able t explain why it is apprpriate t individual s needs and wishes. 32

39 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes Assessment criteria Indicative cntent 1 Understand the factrs that affect victims, witnesses and vulnerable peple and hw this may impact n their need fr supprt 1.1 Define the duty f care that plice fficers have in relatin t prviding supprt t the public 1.2 Explain hw crime impacts n victims, witnesses and the vulnerable duty f care plicing by cnsent building public trust and cnfidence uphlding the law scial, cmmunity issues and neighburhd plicing cde f practice fr victims f crime (Ministry f Justice) victims and witnesses develp effective relatinships with members f the cmmunity and ther agencies 33