SFJ Awards Level 3 Diplma in Plicing
Qualificatin Handbk SFJ Awards Level 3 Diplma in Plicing Qualificatin Number: 601/7457/2 Versin Date f issue Amendment(s) Page V4 21 September 2017 Add Ttal Qualificatin Time (Sectin 2.4) 6-7 Update Use f Languages sectin (Sectin 2.9) 7 Update Sectin 3 Centre Requirements (n change t 8 requirements) Update Sectin 4 Assessment (n change t 9-18 requirements, additinal infrmatin prvided) Update SFJ Awards branding and cpyright Varius V3 2 March 2016 Unit: Plan, implement and review an evidence-based preventative plicing apprach Nte in Unit Aim(s) Wrkplace Assessment 19 20 V2 16 Octber 2015 1. Sectin 3. Centre requirements 2. References t QCF remved 7 Varius V1 23 September 2015 N/A Versin 4 2 SFJ Awards
Cntents 1 Intrductin 1.1 Abut us 1.2 Custmer Service Statement 1.3 Centre Supprt 2 The Qualificatins 2.1 Overall Objective fr the Qualificatins 2.2 Pre-entry Requirements 2.3 Units and Rules f Cmbinatin 2.4 Ttal Qualificatin Time (TQT) 2.5 Age Restrictin 2.6 Opprtunities fr Prgressin 2.7 Exemptin 2.8 Credit Transfer 2.9 Use f Languages 3 Centre Requirements 4 Assessment 4.1 Qualificatin Assessment Methds 4.2 Assessrs 4.3 Internal Quality Assurers 4.4 External Quality Assurers 4.5 Expert Witnesses 4.6 Assessing Cmpetence 4.7 Methds fr Assessing Cmpetence 4.8 Assessing Knwledge and Understanding 4.9 Methds fr Assessing Knwledge and Understanding 4.10 Assessment Planning 4.11 Standardisatin 4.12 Recgnitin f Prir Learning (RPL) 4.13 Equality and Diversity 4.14 Health and Safety 5 Qualificatin Units Appendix 1 Mapping f Level 3 Certificate in the Knwledge f Plicing (QN 600/6610/6) t Level 3 Diplma in Plicing (QN 601/7457/2) Versin 4 3 SFJ Awards
1 Intrductin 1.1 Abut us SFJ Awards is part f the Skills fr Justice Grup. Fr the last 10 years Skills fr Justice has been wrking with emplyers, Gvernments f the UK and agencies within the skills system, t better equip wrkfrces with the right skills nw and fr the future. During this time Skills fr Justice has earned an enviable reputatin fr its knwledge f the sectr and its practive apprach t the develpment f skills and qualificatins, alng with an ability t deliver genuinely wrkable slutins fr the emplyers it represents. SFJ Awards is an awarding rganisatin that builds upn this reputatin, and understands the specific challenges facing the Plicing, Cmmunity Safety, Legal and Armed Frces sectrs, enabling us t quality assure learning utcmes that are suited t the needs f the sectrs. Custmer satisfactin is the crnerstne f ur rganisatin, and is delivered thrugh an efficient, custmer-led service, prviding excellent value fr mney. 1.2 Custmer Service Statement Our Custmer Service Statement is published n SFJ Awards website giving the minimum level f service that Centres can expect. The Statement will be reviewed annually and revised as necessary in respnse t custmer feedback, changes in legislatin, and guidance frm the qualificatins Regulatrs. 1.3 Centre Supprt SFJ Awards wrks in partnership with its custmers. Fr help r advice cntact: SFJ Awards Cnsult Huse Meadwcurt Business Park 4 Hayland Street Sheffield S9 1BY Tel: 0114 284 1970 E-mail: inf@sfjawards.cm Website: www.sfjawards.cm Versin 4 4 SFJ Awards
2 The Qualificatin 2.1 Overall Objective fr the Qualificatin This handbk relates t the fllwing qualificatin: SFJ Awards Level 3 Diplma in Plicing The main bjective f this qualificatin is t cnfirm plice fficers cmpetence fllwing initial training. 2.2 Pre-entry Requirements There are n pre-entry requirements fr enrlling t cmplete this qualificatin. Where learners have previusly achieved the Level 3 Certificate in Knwledge f Plicing, they will be able t gain Recgnitin f Prir Learning fr sme assessment criteria. Further infrmatin is prvided in Appendix 1. 2.3 Unit Cntent and Rules f Cmbinatin 2.3.1 SFJ Awards Level 3 Diplma in Plicing This qualificatin is made up f a ttal f 10 mandatry units. T be awarded this qualificatin the learner must achieve a ttal f 84 credits as shwn in the table belw. Mandatry Units Unit Reference Number Unit Title Level Credit Value A/507/3614 Plan, implement and review an evidence-based preventative plicing apprach 4 8 J/507/3616 Supprt victims, witnesses and vulnerable peple 3 8 L/507/3617 Manage cnflict situatins in plicing 4 10 Y/507/3619 Use plice pwers t deal with suspects 3 10 Versin 4 5 SFJ Awards
Mandatry Units Unit Reference Number Unit Title Level Credit Value R/507/3666 Cnduct plice searches 3 10 J/507/3650 Handle infrmatin and intelligence that can supprt law enfrcement 3 8 A/507/3676 Prvide an initial respnse t plicing incidents 3 8 M/507/3691 Cnduct pririty and vlume investigatins 4 10 F/507/3713 Interview victims and witnesses in relatin t pririty and vlume investigatins 3 6 D/507/3718 Interview suspects in relatin t pririty and vlume investigatins 4 6 2.4 Ttal Qualificatin Time (TQT) Ttal Qualificatin Time cmprises f the fllwing tw elements. 1 (a) (b) The number f hurs which an awarding rganisatin has assigned t a qualificatin fr Guided Learning, and An estimate f the number f hurs a Learner will reasnably be likely t spend in preparatin, study r any ther frm f participatin in educatin r training, including assessment, which takes place as directed by but, unlike Guided Learning, nt under the immediate guidance r supervisin f a lecturer, supervisr, tutr r ther apprpriate prvider f educatin r training. Please nte these are estimated hurs. It is the respnsibility f centres t decide the apprpriate curse duratin, based n their learners ability and level f existing knwledge. It is pssible, therefre, that the number f guided learning hurs will vary frm ne centre t anther accrding t learners' needs. Guided learning hurs cnsist f all ccasins when a member f training centre staff is present t give specific guidance twards the learning aim f the prgramme. This definitin includes lectures, tutrials, supervised study and assignments. The Ttal Qualificatin Time and Guided Learning Hurs fr this qualificatin are as fllws: 1 Ttal Qualificatin Time criteria, Ofqual September 2015 https://www.gv.uk/gvernment/publicatins/ttal-qualificatin-time-criteria Versin 4 6 SFJ Awards
Qualificatin Title TQT GLH SFJ Awards Level 3 Diplma in Plicing 840 320 2.5 Age Restrictin This qualificatin is available t learners aged 16 years and ver. 2.6 Opprtunities fr Prgressin This qualificatin creates a number f pprtunities fr prgressin. Learners may prgress t Plice Sergeant, Inspectr r abve. They may als mve int ther specialist areas f plicing. 2.7 Exemptin N exemptins have been identified. 2.8 Credit Transfer Credits frm identical units that have already been achieved by the learner may be transferred. 2.9 Use f Languages SFJ Awards business language is English and we prvide assessment materials and qualificatin specificatins that are expressed in English. Assessment specificatins and assessment materials may be requested in Welsh r Irish and, where pssible, SFJ Awards will try t fulfil such requests. SFJ Awards will prvide assessment materials and qualificatin specificatins that are expressed in Welsh r Irish and supprt the assessment f thse learners, where the number f learners makes it ecnmically viable fr SFJ Awards t d s. Mre infrmatin is prvided in the SFJ Awards Use f Language Plicy. Fr learners seeking t take a qualificatin and be assessed in British Sign Language r Irish Sign Language, please refer t SFJ Awards Reasnable Adjustments Plicy. A learner may be assessed in British Sign Language r Irish Sign Language where it is permitted by SFJ Awards fr the purpse f Reasnable Adjustment. Plicies are available n ur website http://sfjawards.cm/plicies/ r n request frm SFJ Awards. Versin 4 7 SFJ Awards
3 Centre Requirements Centres must be apprved by SFJ Awards and als have apprval t deliver the qualificatins they wish t ffer. This is t ensure centres have the prcesses and resurces in place t deliver the qualificatins. Apprved centres must adhere t the requirements detailed in the SFJ Awards Centre Handbk, which includes infrmatin fr centres n assessment and internal quality assurance prcesses and prcedures and is available in the centres area f the SFJ Awards website http://sfjawards.cm/apprved-centres. Centres are respnsible fr ensuring that their assessr and internal quality assurance staff: are ccupatinally cmpetent and/r knwledgeable as apprpriate t the assessr r IQA rle they are carrying ut have current experience f assessing/internal quality assuring as apprpriate t the assessr r IQA rle they are carrying ut, and have access t apprpriate training and supprt. Infrmatin n the inductin and cntinuing prfessinal develpment f thse carrying ut assessment and internal quality assurance must be made available by centres t SFJ Awards thrugh the external quality assurance prcess. This qualificatin handbk shuld be used in cnjunctin with the SFJ Awards Centre Handbk, the SFJ Awards Assessment Plicy and the SFJ Awards Quality Assurance (Internal and External) Plicy. All plicies are available n the website http://sfjawards.cm/plicies/ r n request frm SFJ Awards. Versin 4 8 SFJ Awards
4 Assessment 4.1 Qualificatin Assessment Methds Assessment methds that can be used fr the SFJ Awards Level 3 Diplma in Plicing are as fllws: Prtfli f Evidence (including fr example recrds f prfessinal discussins, questin and answer sessins, reflective accunts, written assignments) Practical Demnstratin / Assignment 4.2 Assessrs 4.2.1 Occupatinal Cmpetence Due t the risk-critical nature f the wrk, particularly when assessing in the justice and health sectrs, and the legal implicatins f the assessment prcess, assessrs must understand the nature and cntext f the learners wrk. This means that assessrs must be ccupatinally cmpetent. Each assessr must therefre be, accrding t current sectr practice, cmpetent in the functins cvered by the units they are assessing. They will have gained their ccupatinal cmpetence by wrking within the sectr relating t the units r qualificatin they are assessing. Assessrs must be able t demnstrate cnsistent applicatin f the skills and the current supprting knwledge and understanding in the cntext f a recent rle directly related t the qualificatin units they are assessing as a practitiner, trainer r manager. 4.2.2 Occupatinal Knwledge Where assessrs are assessing knwledge-based qualificatins, they must be ccupatinally knwledgeable. 4.2.3 Qualificatin Knwledge Assessrs must be familiar with the qualificatin units they are assessing. They must be able t interpret and make judgements n current wrking practices and technlgies within the area f wrk. 4.2.4 Assessr Cmpetence Assessrs must be able t make valid, reliable and fair assessment decisins. T demnstrate their cmpetence, assessrs must be: Versin 4 9 SFJ Awards
qualified with a recgnised assessr qualificatin, r wrking twards a recgnised assessr qualificatin, r able t prve equivalent cmpetence thrugh training t apprpriate natinal standards, fr example, Natinal Occupatinal Standard 9: Assess learner achievement 2 r Plice Sectr Standard fr the Training f Assessrs, Assessr Standard. Apprved centres will be required t prvide SFJ Awards with current evidence f hw each assessr meets these requirements, fr example certificates f achievement r testimnials. 4.2.5 Cntinuing Prfessinal Develpment Assessrs must actively engage in cntinuus prfessinal develpment activities t maintain: ccupatinal cmpetence and knwledge by keeping up-t-date with the changes taking place in the sectr(s) fr which they carry ut assessments prfessinal cmpetence and knwledge as an assessr. 4.3 Internal Quality Assurers 4.3.1 Occupatinal Knwledge Internal quality assurers (IQAs) must be ccupatinally knwledgeable acrss the range f units fr which they are respnsible prir t cmmencing the rle. Due t the risk-critical nature f the wrk, particularly in the justice and health sectrs, and the legal implicatins f the assessment prcess, they must understand the nature and cntext f the assessrs wrk and that f their learners. This means that they must have wrked clsely with staff wh carry ut the functins cvered by the qualificatins, pssibly by training r supervising them, and have sufficient knwledge f these functins t be able t ffer credible advice n the interpretatin f the units. 4.3.2 Qualificatin Knwledge IQAs must understand the cntent, structure and assessment requirements fr the qualificatin(s) they are internal quality assuring. Centres shuld prvide IQAs with an inductin t the qualificatins that they are respnsible fr quality assuring. IQAs shuld als have access t nging training and updates n current issues relevant t these qualificatins. 4.3.3 Internal Quality Assurer Cmpetence IQAs must ccupy a psitin in the rganisatin that gives them the authrity and resurces t: 2 Natinal Occupatinal Standards fr Learning and Develpment, LLUK 2010 Versin 4 10 SFJ Awards
crdinate the wrk f assessrs prvide authritative advice call meetings as apprpriate cnduct pre-delivery internal quality assurance n centre assessment plans, fr example, t ensure that any prpsed simulatins are fit fr purpse visit and bserve assessment practice review the assessment prcess by sampling assessment decisins ensure that assessment has been carried ut by assessrs wh are ccupatinally cmpetent, r fr knwledge-based qualificatins ccupatinally knwledgeable, in the area they are assessing lead internal standardisatin activity reslve differences and cnflicts n assessment decisins. T demnstrate their cmpetence, IQAs must be: qualified with a recgnised internal quality assurance qualificatin, r wrking twards a recgnised internal quality assurance qualificatin, r able t prve equivalent cmpetence thrugh training t apprpriate natinal standards, fr example Natinal Occupatinal Standard 11: Internally mnitr and maintain the quality f assessment 3 r Plice Sectr Standard fr the Training f Internal Verifiers, Internal Verifier Standard. Apprved centres will be required t prvide SFJ Awards with current evidence f hw each IQA meets these requirements, fr example certificates f achievement r testimnials. 4.3.4 Cntinuing Prfessinal Develpment IQAs must actively engage in cntinuus prfessinal develpment activities t maintain: ccupatinal knwledge by keeping up-t-date with the changes taking place in the sectr(s) fr which they carry ut assessments prfessinal cmpetence and knwledge as an IQA. 4.4 External Quality Assurers External quality assurers (EQAs) are appinted by SFJ Awards t apprve centres and t mnitr the assessment and internal quality assurance carried ut by centres. SFJ Awards is respnsible fr ensuring that their external quality assurance team have: sufficient ccupatinal knwledge current experience f external quality assurance access t apprpriate training and supprt. 3 Natinal Occupatinal Standards fr Learning and Develpment, LLUK 2010 Versin 4 11 SFJ Awards
External quality assurance is carried ut t ensure that there is cmpliance, validity, reliability and gd practice in centres. EQAs must have apprpriate ccupatinal and verifying knwledge and expertise. 4.4.1 External Quality Assurer Cmpetence T demnstrate their cmpetence, EQAs must be: qualified with a recgnised external quality assurance qualificatin, r wrking twards a recgnised external quality assurance qualificatin. 4.4.2 Cntinuing Prfessinal Develpment EQAs must maintain their ccupatinal and external quality assurance knwledge. They will attend training and develpment designed t keep them up-t-date, facilitate standardisatin between staff and share gd practice. 4.5 Expert Witnesses Expert witnesses, fr example line managers and supervisrs, can prvide evidence that a learner has demnstrated cmpetence in an activity. Their evidence cntributes t perfrmance evidence and has parity with assessr bservatin. Expert witnesses d nt hwever perfrm the rle f assessr. 4.5.1 Occupatinal Cmpetence Expert witnesses must, accrding t current sectr practice, be cmpetent in the functins cvered by the units fr which they are prviding evidence. They must be able t demnstrate cnsistent applicatin f the skills and the current supprting knwledge and understanding in the cntext f a recent rle directly related t the qualificatin unit that they are witnessing as a practitiner, trainer r manager. 4.5.2 Qualificatin Knwledge Expert witnesses must be familiar with the qualificatin unit(s) and must be able t interpret current wrking practices and technlgies within the area f wrk. 4.6 Assessing Cmpetence The purpse f assessing cmpetence is t make sure that an individual is cmpetent t carry ut the activities required in their wrk. Assessrs gather and judge evidence during nrmal wrk activities t determine whether the learner demnstrates their cmpetence against the standards in the qualificatin unit(s). Cmpetence shuld be demnstrated at a level apprpriate t the qualificatin. The skills required at the different qualificatin levels Versin 4 12 SFJ Awards
are defined in Ofqual s level descriptrs. 4 Further infrmatin n qualificatin levels is included in the SFJ Awards Assessment Guide, which is available in the centre area f ur website http://sfjawards.cm/apprved-centres/ r n request frm SFJ Awards. Evidence must be: Valid Authentic Sufficient Current Reliable. Assessment shuld be integrated int everyday wrk t make the mst f pprtunities that arise naturally within the wrkplace. 4.7 Methds fr Assessing Cmpetence Qualificatins may be assessed using any methd, r cmbinatin f methds in Sectin 4.1, which clearly demnstrate that the learning utcmes and assessment criteria have been met. Assessrs need t be able t select the right assessment methds fr the cmpetences that are being assessed, withut verburdening the learner r the assessment prcess, r interfering with everyday wrk activities. SFJ Awards expects assessrs t use a cmbinatin f different assessment methds t make a decisin abut an individual s ccupatinal cmpetence. Further infrmatin n assessment methds is prvided belw and als in the SFJ Awards Assessment Guide which is available in the centre area f ur website http://sfjawards.cm/apprved-centres/, r n request frm SFJ Awards. 4.7.1 Observatin SFJ Awards believes that direct bservatin in the wrkplace by an assessr r testimny frm an expert witness is preferable as it allws fr authenticated, valid and reliable evidence. Where learners demnstrate their cmpetence in a real wrk situatin, this must be dne withut the interventin frm a tutr, supervisr r clleague. Hwever SFJ Awards recgnises that alternative surces f evidence and assessment methds may have t be used where direct bservatin is nt pssible r practical. 4.7.2 Testimny f witnesses and expert witnesses Witness testimnies are an accepted frm f evidence by learners when cmpiling prtflis. Witness testimnies can be generated by peers, line managers and ther individuals 4 Qualificatin and Cmpnent Levels: Requirements and Guidance fr All Awarding Organisatins and All Qualificatins, Ofqual 2015, www.gv.uk/gvernment/publicatins/qualificatin-andcmpnent-levels Versin 4 13 SFJ Awards
wrking clsely with the learner. Witnesses are defined as being thse peple wh are ccupatinally expert in their rle. Testimny can als be prvided by expert witnesses wh are ccupatinally cmpetent and familiar with the qualificatin unit(s). Assessrs will nt need t spend as lng assessing expert witness testimny as they wuld a witness testimny frm a nn-expert. Therefre if expert witnesses are invlved in the assessment strategy fr a qualificatin a greater number f learners can be managed by a smaller number f assessrs. The assessr is hwever respnsible fr making the final judgement in terms f the learner meeting the evidence requirements fr the qualificatin unit(s). 4.7.3 Wrk utputs (prduct evidence) Examples f wrk utputs include plans, reprts, budgets, phtgraphs, vides r ntes f an event. Assessrs can use wrk utputs in cnjunctin with ther assessment methds, such as bservatin and discussin, t cnfirm cmpetence and assure authenticity f the evidence presented. 4.7.4 Prfessinal discussin Discussins allw the learner t describe and reflect n their perfrmance and knwledge in relatin t the standards. Assessrs can use discussins t test the authenticity, validity and reliability f a learner s evidence. Written/audi recrds f discussins must be maintained. 4.7.5 Questining the learner Questining can be carried ut rally r in written frm and used t cver any gaps in assessment r crrbrate ther frms f evidence. Written/audi recrds f all questining must be maintained. 4.7.6 Simulatins Simulatins may take place either in a nn-peratinal envirnment which is nt the learner s wrkplace, fr example a training centre, r in the wrkplace. Prpsed simulatins must be reviewed t ensure they are fit fr purpse as part f the IQA s predelivery activity. Simulatins can be used when: the emplyer r assessr cnsider that evidence in the wrkplace will nt be demnstrated within a reasnable timeframe there are limited pprtunities t demnstrate cmpetence in the wrkplace against all the assessment criteria there are health and safety implicatins due t the high risk nature f the wrk activity the wrk activity is nn-rutine and assessment cannt easily be planned fr assessment is required in mre difficult circumstances than is likely t happen day t day. Versin 4 14 SFJ Awards
Simulatins must fllw the principles belw: 1. The nature f the cntingency and the physical envirnment fr the simulatin must be realistic 2. Learners shuld be given n indicatin as t exactly what cntingencies they may cme acrss in the simulatin 3. The demands n the learner during the simulatin shuld be n mre r less than they wuld be in a real wrk situatin 4. Simulatins must be planned, develped and dcumented by the centre in a way that ensures the simulatin crrectly reflects what the specific qualificatin unit seeks t assess and all simulatins shuld fllw these dcumented plans 5. There shuld be a range f simulatins t cver the same aspect f a unit and they shuld be rtated regularly. 4.8 Assessing Knwledge and Understanding Knwledge-based assessment invlves establishing what the learner knws r understands at a level apprpriate t the qualificatin. The depth and breadth f knwledge required at the different qualificatin levels are defined in Ofqual s level descriptrs. 5 Further infrmatin n qualificatin levels is included in the SFJ Awards Assessment Guide which is available in the centre area f ur website http://sfjawards.cm/apprved-centres/, r n request frm SFJ Awards. Assessments must be: Fair Rbust Rigrus Authentic Sufficient Transparent Apprpriate. Gd practice when assessing knwledge includes use f a cmbinatin f assessment methds t ensure that as well as being able t recall infrmatin, the learner has a brader understanding f its applicatin in the wrkplace. This ensures that qualificatins are a valid measure f a learner s knwledge and understanding. A prprtin f any summative assessment may be cnducted in cntrlled envirnments t ensure cnditins are the same fr all learners. This culd include use f: Clsed bk cnditins, where learners are nt allwed access t reference materials 5 Qualificatin and Cmpnent Levels: Requirements and Guidance fr All Awarding Organisatins and All Qualificatins, Ofqual 2015 www.gv.uk/gvernment/publicatins/qualificatin-andcmpnent-levels Versin 4 15 SFJ Awards
Time bund cnditins Invigilatin. 4.9 Methds fr Assessing Knwledge and Understanding Qualificatins may be assessed using any methd, r cmbinatin f methds in Sectin 4.1, which clearly demnstrate that knwledge-based learning utcmes and assessment criteria have been met. Evidence f assessment, examples listed belw, can be included in a prtfli f evidence. a) Written tests in a cntrlled envirnment b) Multiple chice questins c) Evidenced questin and answer sessins with assessrs d) Evidenced prfessinal discussins e) Written assignments (including scenari-based written assignments). Where written assessments are used centres must maintain a sufficient bank f assignments which are changed regularly. 4.10 Assessment Planning Planning assessment allws a hlistic apprach t be taken, which fcuses n assessment f the learner s wrk activity as a whle. This means that the assessment: reflects the skills requirements f the wrkplace saves time streamlines prcesses makes the mst f naturally ccurring evidence pprtunities. Planning assessment enables assessrs t track learners prgress and incrprate feedback int the learning prcess; assessrs can therefre be sure that learners have had sufficient pprtunity t acquire the skills and knwledge t perfrm cmpetently and cnsistently t the standards befre being assessed. The assessment is therefre a mre efficient, cst effective prcess which minimises the burden n learners, assessrs and emplyers. 4.11 Standardisatin Internal and external standardisatin is required t ensure the cnsistency f evidence, assessment decisins and qualificatins awarded ver time. 4.11.1 Internal standardisatin IQAs shuld facilitate internal standardisatin events fr assessrs t attend and participate, in rder t review evidence used, make judgments, cmpare quality and cme t a cmmn understanding f what is sufficient. Versin 4 16 SFJ Awards
4.11.2 External standardisatin SFJ Awards will enable access t external standardisatin pprtunities fr centres and EQAs ver time. Further infrmatin n standardisatin is available in the SFJ Awards Quality Assurance (Internal and External) Plicy, available in the centre area f ur website http://sfjawards.cm/apprved-centres/ and the SFJ Awards Standardisatin Plicy, available n ur website http://sfjawards.cm/plicies/. All plicies are available n request frm SFJ Awards. 4.12 Recgnitin f Prir Learning (RPL) Recgnitin f prir learning (RPL) is the prcess f recgnising previus frmal, infrmal r experiential learning s that the learner avids having t repeat learning/assessment within a new qualificatin. RPL is a brad cncept and cvers a range f pssible appraches and utcmes t the recgnitin f prir learning (including credit transfer where an awarding rganisatin has decided t attribute credit t a qualificatin). 6 The use f RPL encurages transferability f qualificatins and/r units, which benefits bth learners and emplyers. SFJ Awards supprts the use f RPL and centres must wrk t the principles included in Sectin 6 Assessment and Quality Assurance f the SFJ Awards Centre Handbk, available in the centre area f ur website http://sfjawards.cm/apprvedcentres/, and utlined in SFJ Awards Recgnitin f Prir Learning Plicy, available n ur website http://sfjawards.cm/plicies/. All plicies are available n request frm SFJ Awards. 4.13 Equality and Diversity Centres must cmply with legislatin and the requirements f the RQF relating t equality and diversity. There shuld be n barriers t achieving a qualificatin based n: Age Disability Gender Gender reassignment Marriage and civil partnerships Pregnancy and maternity Race Religin and belief Sexual rientatin Reasnable adjustments are made t ensure that learners wh are disabled are nt disadvantaged in any way. Learners must declare their needs prir t the assessment and all necessary reasnable adjustment arrangements must have been apprved by SFJ Awards and implemented befre the time f their assessment. 6 After the QCF: A New Qualificatins Framewrk, Ofqual 2015 https://www.gv.uk/gvernment/cnsultatins/after-the-qcf-a-new-qualificatins-framewrk Versin 4 17 SFJ Awards
Further infrmatin is available in the SFJ Awards Reasnable Adjustments and Special Cnsideratins Plicy and the SFJ Awards Equality f Opprtunity Plicy, which are available n ur website http://sfjawards.cm/plicies/ r n request frm SFJ Awards. 4.14 Health and Safety SFJ Awards is cmmitted t safeguarding and prmting the welfare f learners, emplyees and vlunteers and expect everyne t share this cmmitment. SFJ Awards fsters an pen and supprtive culture t encurage the safety and well-being f emplyees, learners and partner rganisatins t enable: learners t thrive and achieve emplyees, vlunteers and visitrs t feel secure everyne t feel assured that their welfare is a high pririty. Assessment f cmpetence based qualificatins in the justice sectr can carry a high risk level due t the nature f sme rles. Centres must therefre ensure that due regard is taken t assess and manage risk and have prcedures in place t ensure that: qualificatins can be delivered safely with risks t learners and thse invlved in the assessment prcess minimised as far as pssible wrking envirnments meet relevant health and safety requirements. Versin 4 18 SFJ Awards
5 Qualificatin Units Title: A/507/3614 Plan, implement and review an evidence-based preventative plicing apprach Level: 4 Credit Value: 8 GLH: 30 Learning Outcmes The learner will: 1. Understand an evidencebased preventative plicing apprach Assessment Criteria The learner can: 1.1 Summarise the legislatin, rganisatinal requirements, natinal guidelines and persnal respnsibilities that relate t multi-agency infrmatin sharing, in rder t supprt an evidencebased preventative plicing apprach 1.2 Explain the principles f an evidence-based preventative plicing apprach Indicative Cntent An Intrductin t Evidence-Based Plicing Infrmatin and Intelligence Handling Infrmatin and Intelligence Cnsideratins: Management f Plice Infrmatin (MOPI) Data Prtectin Act 1998 (DPA) Freedm f Infrmatin Act 2000 (FOI) Criminal Prcedure and Investigatins Act 1996 (CPIA) Regulatin f Investigatry Pwers Act 2000 (RIPA) Lcal frce systems and prtcls An Intrductin t Evidence-Based Plicing Versin 4 19 SFJ Awards
1.3 Explain the surces and types f evidence that can infrm gd practice in preventative plicing An Intrductin t Evidence-Based Plicing 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 Knwledge Bank Evidence frm ther frces / agencies HMIC website Campbell Cllabratin Website Lcal universities Hme Office research Effective Practice database Versin 4 20 SFJ Awards
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 1.7 Explain the imprtance f cllabrative actin between stakehlders t achieve an evidence-based preventative plicing apprach An Intrductin t EBP Cnducting EBP research Natinal Decisin Mdel (NDM) Cmmunity Engagement Plicing in the Cmmunity crime preventin : Intrductin t evidence-based plicing Cmmunity Engagement Plicing in the Cmmunity crime preventin Crime and Investigatin Crime An Intrductin t Evidence-Based Plicing Cmmunity Engagement Plicing in the Cmmunity crime preventin An Intrductin t Evidence-Based Plicing Cmmunity Engagement Plicing in the Cmmunity Versin 4 21 SFJ Awards
2. Be able t develp a preventative plicing apprach in a given situatin 2.1 Cnfirm that situatins are apprpriate fr the use f a preventative plicing apprach 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 submitting, sharing and dispsal f infrmatin An Intrductin t Evidence-Based Plicing Cmmunity Engagement Plicing in the Cmmunity crime preventin Crime and Investigatin Crime Infrmatin and Intelligence Handling Infrmatin and Intelligence An Intrductin t Evidence-based Plicing 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 Versin 4 22 SFJ Awards
An Intrductin t Evidence-based Plicing develping a hypthesis Cncerns may include: Scial and envirnmental cnditins Crime rates 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 a plan fr dealing with cntingencies An Intrductin t Evidence-based Plicing cnducting EBP research setting ut a prpsal An Intrductin t Evidence-based Plicing cnducting EBP research Cmmunity Engagement Plicing in the Cmmunity crime preventin An Intrductin t Evidence-based Plicing cnducting EBP research Versin 4 23 SFJ Awards
4. Be able t implement preventative plicing plans 4.1 Implement preventative plicing plans An Intrductin t Evidence-based Plicing cnducting EBP research 4.2 Mnitr the prgress f the implementatin An Intrductin t Evidence-based Plicing 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 Evidence-based Plicing cnducting EBP research An Intrductin t Evidence-based Plicing cnducting EBP research An Intrductin t Evidence-based Plicing cnducting EBP research 5.3 Share findings f the review with key stakehlders An Intrductin t Evidence-based Plicing cnducting EBP research Versin 4 24 SFJ Awards
5.4 Cnduct any further actins as determined by review findings An Intrductin t Evidence-based Plicing cnducting EBP research Additinal Infrmatin abut the unit Unit aim(s) Details f the relatinship between the unit and relevant natinal ccupatinal standards (if apprpriate) Details f the relatinship between the unit and ther standards r curricula (if apprpriate) 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. CB1 Indicative Cntent clumn describes the link between the assessment criteria and relevant areas f the Natinal Plice Curriculum () and any ther pertinent infrmatin. Versin 4 25 SFJ Awards
Assessment requirements specified by a sectr r regulatry bdy (if apprpriate) Endrsement f the unit by a sectr r ther apprpriate bdy (if required) 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. 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. Cllege f Plicing Prfessinal Bdy fr Plicing in England and Wales Skills fr Justice The sectr skills cuncil fr justice Versin 4 26 SFJ Awards
Title: J/507/3616 Supprt victims, witnesses and vulnerable peple Level: 3 Credit Value: 8 GLH: 30 Learning Outcmes The learner will: 1. Understand the factrs that affect victims, witnesses and vulnerable peple and hw this may impact n their need fr supprt Assessment Criteria The learner can: 1.1 Define the duty f care that Plice Officers have in relatin t prviding supprt t the public 1.2 Explain hw crime impacts n victims, witnesses and the vulnerable 1.3 Summarise the factrs which may cause smene t be particularly vulnerable and require supprt Indicative Cntent : : 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 (MJ) Victims and Witnesses Develp Effective Relatinships with Members f the Cmmunity and ther Agencies Public Prtectin, including: Adults at Risk (Vulnerable Adults) Dmestic Abuse Versin 4 27 SFJ Awards
Hate Crime Prstitutin Missing Persns Frced Marriage Hnur-Based Vilence Stalking and Harassment Child Abuse Child Sexual Explitatin Female Genital Mutilatin Sexual Offences Human Trafficking Mental Ill Health Equality Act 2010 Prtected Characteristics 1.4 Explain why vulnerable peple are mre likely t becme victims f technlgy-enabled crime, and require advice, supprt r a prtective plicing interventin Reasns may include: Yung children Unaware Individuals with prtected characteristics Vulnerable Adults i.e.: Nt technlgically aware Bereaved/emtinally vulnerable Versin 4 28 SFJ Awards
1.5 Explain hw technlgy can be used t enable perpetratrs t target vulnerable peple 1.6 Explain why victims, witnesses and vulnerable peple may be reluctant t reprt crimes cmmitted against them 1.7 Explain hw behaviur can ften be an indicatr f a need fr supprt rather than a plicing enfrcement interventin Vulnerable peple may be particularly at risk frm: Stalking, harassment and bullying Grming Trlling Abusive, racist inflammatry language and articles Image trafficking Advance-Fee scams Fraud Phishing : Public Prtectin Intrductin t Public Prtectin Adults at Risk Child Abuse Child Sexual Explitatin Victims and witnesses : Public Prtectin Adults at Risk Child Abuse Child Sexual Explitatin Versin 4 29 SFJ Awards
1.8 Explain hw t address the needs f victims, witnesses and vulnerable peple 1.9 Explain why it is imprtant t invlve thse with parental respnsibility when wrking with children affected by crime r anti-scial behaviur 1.10 Explain hw t use legislatin, guidelines f gd practice, charters and service standards t benefit and prtect victims, witnesses and vulnerable peple : Victims and witnesses Public Prtectin Intrductin t Public Prtectin Public Prtectin CSE Child Abuse Legislatin: Sectin 1 The Children and Yung Persns Act 1933 Sectin 46 The Children s Act 1989 : Victims and Witnesses Public Prtectin Versin 4 30 SFJ Awards
2. Be able t cmmunicate effectively with victims, witnesses and vulnerable peple 1.11 Summarise the surces f advice and supprt that may be accessed t assist meeting individuals needs 2.1 Cmmunicate with individuals, taking accunt f: pace f cmmunicatin their level f understanding their preferred frm f cmmunicatin 2.2 Encurage individuals t express their wn views abut their immediate needs by creating an apprpriate envirnment, actively listening and using apprpriate: bdy language psitin tne f vice : Public Prtectin Victims and Witnesses Cmmunity Plicing Surces may include: PPU External Agencies Scial Services Cmmunity Clleagues Persnal Safety and Risk Management PSP Cmmunicatin Persnal Safety and Risk Management PSP Cmmunicatin Versin 4 31 SFJ Awards
3. Be able t prvide initial supprt t victims, witnesses and vulnerable peple 2.3 Explain t individuals wn rganisatin s plicy in respect f: cnfidentiality wh will have access t infrmatin prvided by individuals hw the infrmatin will be recrded and stred 2.4 Maintain the apprpriate level f cntact with individuals 3.1 Establish initial supprt that is apprpriate t individuals needs and wishes 3.2 Explain clearly t individuals the range f supprt services available, prviding details f hw t access these services Infrmatin and Intelligence Handling Infrmatin and Intelligence Management f Plice Infrmatin (MOPI) Lcal frce plicy Crime and Investigatin Respnding t Incidents Victims and Witnesses : Public Prtectin Victims and Witnesses Cmmunity Plicing Surces f supprt: PPU External Agencies Scial Services Cmmunity Clleagues Versin 4 32 SFJ Awards
4. Be able t assess the needs and wishes f victims, witnesses and the vulnerable fr further supprt 3.3 Prduce recrds in line with rganisatinal requirements f: the individuals immediate needs the initial supprt prvided t them 4.1 Discuss with individuals the nature and extent f their further needs, helping them t identify their pririties and hw they culd be addressed 4.2 Prduce recrds in line with rganisatinal requirements f: the individuals needs and wishes the agreements reached with them the resulting actins taken Crime and Investigatin Cnducting Investigatins Dcumentatin Persnal Safety and Risk Management PSP Cmmunicatin Victims and Witnesses : Public Prtectin Victims and Witnesses Additinal Infrmatin abut the unit Unit aim(s) Details f the relatinship between the unit and relevant natinal ccupatinal standards (if apprpriate) This unit is abut prviding initial supprt t thse affected by ffending r anti-scial 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. BE2, AA1, AB1, AE1, AF1, CA1 Versin 4 33 SFJ Awards
Details f the relatinship between the unit and ther standards r curricula (if apprpriate) Assessment requirements specified by a sectr r regulatry bdy (if apprpriate) Endrsement f the unit by a sectr r ther apprpriate bdy (if required) Indicative Cntent clumn describes the link between the assessment criteria, relevant areas f the Natinal Plice Curriculum () and ther pertinent infrmatin. 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. Cllege f Plicing Prfessinal Bdy fr Plicing (England and Wales) Skills fr Justice - The Sectr Skills Cuncil fr Justice Versin 4 34 SFJ Awards
Title: L/507/3617 Manage cnflict situatins in plicing Level: 4 Credit Value: 10 GLH: 40 Learning Outcmes The learner will: 1. Understand the legal and rganisatinal requirements related t managing cnflict Assessment Criteria The learner can: 1.1 Explain the duty f care Plice Officers have t the public when managing cnflict 1.2 Summarise the legislatin, rganisatinal requirements, natinal guidelines and persnal respnsibilities that relate t managing cnflict Indicative Cntent : Cde f Ethics Persnal Safety & Risk Management Equipment and Restraints Persnal Prtectin use f frce Cmmunicatin Health and Safety Legislatin: Human Rights Act 1998 Eurpean Cnventin n Human Rights : Persnal Safety & Risk Management Equipment and Restraints Persnal Prtectin Cmmunicatin Versin 4 35 SFJ Awards
1.3 Explain the levels f training required t use persnal safety skills and equipment 1.4 Summarise the natinal guidelines relating t managing cnflict invlving children, yung r vulnerable peple Persnal Safety & Risk Management Equipment and Restraints Persnal Prtectin Cmmunicatin Health and Safety : Public Prtectin Adults at Risk (Vulnerable Adults) Dmestic Abuse Hate Crime Prstitutin Missing Persns Frced Marriage Hnur-Based Vilence Stalking and Harassment Child Abuse Child Sexual Explitatin Female Genital Mutilatin Sexual Offences Human Trafficking Mental Ill Health Equality Act 2010 Prtected Characteristics The Children and Yung Persns Act 1933 The Children s Act 1989 Versin 4 36 SFJ Awards
2. Be able t apply cnflict management techniques 1.5 Explain hw the Natinal Decisin Mdel (NDM) applies t cnflict management situatins 1.6 Summarise the prcedures fr recrding and reprting incidents invlving persnal safety skills and equipment 2.1 Analyse all available infrmatin t make threat assessments 2.2 Cmmunicate with individuals using apprved techniques that: value peple as individuals are apprpriate t the individuals understanding are apprpriate t the individuals cultural backgrund 2.3 Assess verbal and nn-verbal cmmunicatin signals pertaining t danger cues : Persnal Safety & Risk Management Cnflict Management Persnal Safety: Knwledge and Skills Equipment and Restraints : Natinal Decisin Mdel (NDM) Persnal Safety and Risk Management : Persnal Safety: Dcumentatin Persnal Safety: Reprting Natinal Decisin Mdel (NDM) Crime and Investigatin Respnd t Incidents Infrmatin and Intelligence Cnsideratins f manner f cmmunicatin that: shws respect fr their prperty and rights is apprpriate t them is free frm discriminatin and ppressive behaviur ensures that actins and wrds signal nn-aggressin at the apprpriate times uses language and speech, actins, gestures and bdy language, space and psitin apprpriately Persnal Safety & Risk Management Versin 4 37 SFJ Awards
3. Be able t apply persnal safety techniques with issued equipment 2.4 Apply tactical ptins taking int accunt: threat assessment any ther necessary assistance required legislatin training rganisatinal plicy 2.5 Apply cnflict management techniques which: are likely t defuse cnflict with all parties invlved recgnise there may be cultural differences in the way that individuals respnd t the plice manage risks t health and safety take int accunt any health factrs which may affect individuals behaviur are prprtinate t the situatin 2.6 Recrd actins taken t manage cnflict in line with legal and rganisatinal prcedures 3.1 Use apprved persnal prtective and cmmunicatin equipment in line with rganisatinal prcedures Crime and Investigatin Respnding t incidents Plice Pwers using plice pwers in a fair and justified way Persnal Safety & Risk Management : Equality and Diversity Plice Pwers using plice pwers in a fair and justified way Persnal Safety & Risk Management Health and Safety Persnal Safety use f frce Persnal Safety & Risk Management Persnal Safety: Dcumentatin Lcal frce prcedures : Persnal Safety & Risk Management Cnflict Management Persnal prtectin: Knwledge and Skills Equipment and Restraints Versin 4 38 SFJ Awards
3.2 Take actin t avid situatins escalating : Persnal Safety & Risk Management Persnal Safety: Cmmunicatins Skills 3.3 Use persnal safety techniques and equipment, ensuring: peple are valued as individuals risks t health and safety are managed actin taken is prprtinate 3.4 Advise line manager f actins taken during incidents Persnal Safety & Risk Management Health and Safety Use f Frce Equality and Diversity Using Plice Pwers in a fair and justified Way Persnal Safety & Risk Management Reprting Cnflict Management interventins Dcumentatin relating t deplyment f Persnal Safety skills and equipment Additinal infrmatin abut the unit Unit aim(s) Details f the relatinship between the unit and relevant natinal ccupatinal standards (if apprpriate) Plice Officers have the authrity t exercise an extensive range f plice pwers and skills with autnmy acrss many vlatile situatins. These are particularly relevant when dealing with ptentially life-threatening, cnflict management situatins. This unit cvers recgnising and dealing with a range f behaviurs and incidents requiring prprtinate respnses and actins. The learner must act in ways that des nt prvke cnflict, they shuld seek t defuse situatins where cnflict exists r threats f cnflict are present. They must use apprpriate persnal safety techniques and equipment, including self defence and restraint. GC10, AA1, AB1, AE1, AF1, CA1 Versin 4 39 SFJ Awards
Details f the relatinship between the unit and ther standards r curricula (if apprpriate) Assessment requirements specified by a sectr r regulatry bdy (if apprpriate) Endrsement f the unit by a sectr r ther apprpriate bdy (if required) Indicative Cntent clumn describes the link between the assessment criteria, areas f the Natinal Plice Curriculum () and ther pertinent infrmatin. 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. Cllege f Plicing Prfessinal Bdy fr Plicing in England and Wales Skills fr Justice - the Sectr Skills Cuncil fr Justice Versin 4 40 SFJ Awards
Title: Y/507/3619 Use plice pwers t deal with suspects Level: 3 Credit Value: 10 GLH: 40 Learning Outcmes The learner will: 1. Understand the requirements fr using plice pwers when dealing with suspects Assessment Criteria The learner can: 1.1 Summarise the legislatin, rganisatinal requirements, natinal guidelines and persnal respnsibilities that relate t using plice pwers 1.2 Explain the principle f releasing suspects withut delay, where infrmatin is received that negates the need fr: arrest detentin reprting ther dispsal ptins Indicative Cntent Persnal Safety and Risk Management crrect use f arrest and warrants Plice Pwers Justice Outcmes Legislatin PACE Cdes f Practice Infrmatin and Intelligence gathering infrmatin Crime and Investigatin cnducting investigatins Persnal Safety and Risk Management crrect use f arrest and warrants de-arresting suspects cancelling reprts and cntacting suspects Plice Pwers Versin 4 41 SFJ Awards