BSc (Hons) Professional Policing Practice (DA)
01 Sep 2024 - 31 Aug 2031
| Course Leader | Michael Chard |
|---|---|
| Course Team | Gareth Evans, Richard Law, Rezbi Duffield, Claire Evans, Bethan Shellard-Dedman, Gordon Blake, Fiona Webb, Neil Harvey, Tina Avey-Hebditch, Barry Murphy, David Maundrell, Colette Chilcott, Michelle Lamont, Leanne Thomas, Paul Searle, Christijan Boyle, Kevin Bushby, Andrew Hale, Kirsty Hyland, Ruth Bushby |
| Awarding Body | University of South Wales |
| Teaching Institutions | Devon and Cornwall Police, Dorset Police, Wiltshire Police, Gloucestershire Constabulary, Dyfed-Powys Police, Gwent Police, South Wales Police |
| Modes of Study | Full Time, Part Time |
Document Version
| Version | 1 |
|---|---|
| Valid From | 01 Sep 2024 |
| Valid To | 31 Aug 2031 |
QAA Benchmarks
There are currently no QAA benchmarking statements available for policing at this time.
Educational Aim
The overall educational aims of the course as per the benchmarking statement 2022 are to enable student officers to:
Apply an in-depth understanding of the interdisciplinary nature of policing, criminal justice, and criminology to their current or future professional responsibilities, including the application of criminal law to policing and the adoption of safe, lawful, and effective policing practices.
Understand and evaluate a range of policing specialisms such as response, community, roads, information and intelligence, and the conduct of investigations, and apply appropriate contemporary policing strategies to complex and interrelated contexts.
Apply broad knowledge and understanding of digital policing and technology-related crime and adopt an ethical approach reflecting the highest professional values and standards of the police service.
Take personal responsibility for promoting equality, diversity, inclusivity, and human rights, and synthesize specialist interrelated contemporary theories, ideas, and methods to provide support to victims, witnesses, the vulnerable, and those at risk.
Adopt specialist interrelated contemporary theories, ideas, and methods to prevent and detect crime, deal with suspects and offenders, and critically evaluate and apply evidence-based research to the complexities of policing.
Select and apply specialist strategies, methods, and evidence-based research to the complexities of problem-solving, and make informed decisions in complex, unpredictable, and interrelated situations, founded upon critical thinking and the evidence-base.
Act within selected guidelines and apply professional discretion, understand and apply the skills of conflict management, and apply an in-depth understanding of leadership, team, and partnership working.
Understand and apply techniques to ensure the wellbeing and resilience of self and others in all situations, and actively engage in continual self-reflection, evolving strategies to improve own practice.
Accurately deploy a range of established techniques for the design, collection, analysis, and interpretation of research, and organize and communicate interrelated information to a range of specialist and non-specialist audiences.
Critically evaluate arguments, assumptions, and abstract concepts to identify possible solutions, act autonomously and take responsibility for achieving personal and/or group tasks in complex contexts, and appreciate the current political, economic, social, technological, environmental, legal, and ethical discussions impacting the discipline.
Understand contemporary debates regarding equality, diversity, inclusion, and sustainability, understand the impact of culture on working practices, and apply a range of innovative methods and techniques learned to employment.
Select and apply a range of digital skills and techniques in the workplace, actively engage in self-reflection to identify and address own learning needs and understand the importance of engaging with continuing professional development.
Learning Outcomes
| A1 | Demonstrate an understanding of the interdisciplinary aspects of policing, criminal justice, and the application of criminal law, to professional policing duties |
| A2 | Understand and implement contemporary policing strategies in complex and specialist policing contexts. |
| A3 | Understand the impact of current political, economic, social, technological, environmental, legal, and ethical discussions within Policing |
| A4 | Demonstrate an understanding of the underpinnings and principles of the Policing Constable Entry Routes as they apply to the role of police constable. |
| B1 | Critically apply an evidence-based approach to decision making in a variety of complex policing situations. |
| B2 | Critically evaluate theories arguments and assumptions to identify solutions within professional guidelines. |
| B3 | Organise and effectively communicate interrelated information from a variety of sources to various audiences. |
| B4 | Act autonomously and take responsibility for achieving personal and/or group tasks in complex contexts |
| C1 | Uphold ethical standards and promote equality, diversity, inclusivity, and human rights, that reflect the highest professional standards when engaging with members of the community. |
| C2 | Demonstrate leadership and teamwork skills, ensure personal and others’ wellbeing and resilience in all situations. |
| C3 | Understand and apply the theories and skills of conflict management safely and lawfully whilst engaged in the prevention and detection of crime |
| C4 | Actively engage in self-reflection and continual improvement, evolving strategies to improve own policing practice. |
Course Structure
Level 4 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| PC1U007 | MOD013757 | Policing Knowledge | Running | 30 | core |
| PC1U008 | MOD013758 | Policing Behaviours | Running | 30 | core |
| PC1U009 | MOD013756 | Policing Skills | Running | 30 | core |
| PC1U010 | MOD013759 | Policing Operational | Running | 30 | core |
Level 5 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| PC2S050 | MOD013123 | Organisational Improvement | Running | 20 | core |
| PC2S053 | MOD013760 | Transforming Communities | Running | 20 | core |
| PC2D001 | MOD013121 | Critical Thinking in the Workplace | Running | 40 | core |
| PC2D003 | MOD013761 | Operational Competence | Running | 40 | core |
Level 6 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| PC3S037 | MOD011065 | Management in Policing | Running | 20 | core |
| PC3S047 | MOD013763 | Research Showcase | Running | 20 | core |
| PC3D019 | MOD013486 | Policing Specialisms | Running | 40 | core |
| PC3D020 | MOD013762 | Evidence-Based Research Project | Running | 40 | core |
Teaching and Assessment
Learning and Teaching Methods
Employer Engagement
Visiting Speakers
Partner forces provide ‘associate lecturers from within the Policing sector. Specialist officers provide some input on specialist subjects including firearms, CID, Investigative interviewing, domestic abuse, roads policing, investigations.
Industry projects
Apprentices undertake an evidence-based research project relevant to their respective police forces. The focus of these projects is to address a real-world challenge and contribute to the advancement of policing practices. Upon completion, these projects are presented to senior officers within the partnering police force, providing apprentices with a unique opportunity to influence and shape operational strategies within their own organisations.
Industry visits
Most of the course is vocationalal ‘on the job’ learning, apprentices are police officers and once out of initial training are practising within the industry.
Work Placements or Internships
Most of the course is vocation ‘on the job’ learning, apprentices are police officers and once out of initial training are practising within the industry.
Work-based Learning
The Police Constable Degree Apprenticeship (PCDA) is a work-based learning program that integrates academic study with practical, on-the-job training. Apprentices gather real-world experience while earning their degree, ensuring they apply and develop the essential skills, knowledge, and behaviours needed for effective policing.
Means of Assessment
Learning Support
Learning Support
The learning support available through the course
Induction
Induction will take place in accordance with University and Faculty expectations. Student enrolment will be coordinated centrally by USW and induction will include introduction to all USW student services, the delivery team, ASOs and force staff.
Apprentices are also ‘onboarded’ by the partner forces, this typically involves 5-10 hours of induction/teambuilding, each partner force having their own sessions.
No sessions/modules are delivered on campus
Year One
Level 4 Off-Campus. On partner Sites
Activities
6 Hours
Week one
Library services Session, Study Skills Session
IT & Blackboard Induction
Students Charter & USW Values
Advice Zone
Misconduct
Wellbeing
As this programme will be delivered off campus, this induction will also include videos and as often as possible a synchronous online meet with various departments (such as Library Services) as well as a virtual tour of relevant campuses. apprentices have access to the same services as the on-campus students giving them similar support and an equitable learning experience. Apprentices will have full access to physical library services through the SCONUL scheme and courses during their study, being ‘off campus’ students some courses have been provided online. We are proud to have worked with USW English as an additional language Team, Library Services and USW Study skills to ensure an equitable provision for PCDA apprentices. Additional and bespoke online services are built into our programmes and attendance for nuanced support (EAL for example) has been further supported with time and travel from some forces.
Prior to enrolment apprentices complete an initial competency-based skills scan, which is then throughout their studies used to inform student development.
The first two weeks of the programme involves several induction inputs that include familiarisation sessions of physical and on-line resources, programme requirements, rules and regulations and an outline of the support services available to them. These are delivered by staff from both partners, sometimes jointly and where appropriate subject matter experts.
Personal Academic Coach1
Personal Academic coaches are not used within the course however, as an off-campus apprenticeship apprentices’ benefit from regular tripartite reviews with their ASO, employer and themselves. Here their progress is tracked, and any barriers or challenges addressed. This review offers both academic and holistic support or signposting.
To compliment this academic will offer apprentices one to ones via teams should a particular academic challenge become apparent. This is facilitated by their ASO and robustly logged in the ASO Student Logs.
It must be noted that these reviews are a requirement and must happen every 12 weeks however, it has been noted within Operational Policing Team the impact this has on overall success and the model has been mimicked on campus with SSOs.
Learner Analytics
Suitable data sources are rigours scrutinised to ensure responsive and dynamic adjustments throughout personal and course journeys.
Using collated data approach helps Lecturers understand how apprentices engage with course materials, identify at-risk students, and tailor instructional strategies to improve learning outcomes.?
Office hours
USW lecturers will provide regular times when they are available for contact (office hours) via USW email, as well as working closely with the cohort during any classroom and protected learning time, during asynchronous study apprentices are invited to reach out to USW staff via teams.
Working days will be clearly articulated to the apprentices in the Course Handbook, Blackboard and email signatures.
ASOs are available for contact for holistic support during regular office hours via email and employer supervisors and welfare services are available 24/7.
Each module on Blackboard has clear individualised links to all force aligned USW staff.
Tutorials
Academic and pastoral tutorials are available upon request and by arrangement.
Seminars
Smaller groups of seminar size are used for case studies and immersive simulation exercises allowing for more in depth group discussion and reflection during these more immersive sessions.
Formative Assessment
Formative assessment is built into each module covering both academic and operational elements of development. For example within the second module of the course a formative ‘Essay’ in the form of a police report is included within sessions, feedback from this feeds forward into the summative assignment. Formative assessments will take many forms including scenarios (whether this be verbal, written or practical), role play exercises, quizzes and group tasks.
Progress meetings
Progress meetings (Reviews) are mandatory tripartite (USW, Student, Employer) meetings are structured into the curriculum with apprentices given protected time to attend. They are approx. every 12 weeks. They are more than just addressing
Meetings are timetabled quarterly, attending apprentices are expected to reflect and discuss their progress on the course, meetings are also designed to highlight any issues and causes for concern. If Cause for Concern is identified by the course team or an operational mentor, further progress meetings will be arranged in liaison with the employing force.
Research Supervision
Individual supervisors will be allocated at the commencement of the Evidence Based Project during the third year of study.
Online Resources
All learning materials will be available via the Blackboard well as information and announcements. Apprentices will also have access to USW online library resources, access to which will be explained and demonstrated during induction and monitored throughout for engagement.
Advice Zone
As the programme will be delivered off campus, apprentices will be made aware of the physical services available on campus as well as provided with details of how to contact Advice Services electronically. This will be detailed in induction and via information provided in the Course Handbook and VLE.
Disability
As the programme will be delivered off campus, apprentices will be made aware of the physical services available on campus as well as provided with details of how to contact disability services electronically. This will be detailed in induction and via information provided in the Course Handbook and VLE.
IT/Library
As the programme will be delivered off campus, apprentices will be made aware of the physical services available on campus as well as provided with details of how to contact IT/ Library services electronically, a service which is available 24/7 and helpful to apprentice officers who will be working shifts. This will be detailed in induction and via information provided in the Course Handbook and VLE.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Certificate of Higher Education | 120 credits of which at least 100 must be at Level 4 or above and no more than 20 at Level 3 | Intermediate |
| Bachelor of Science (with Honours) | 360 credits of which at least 100 must be at Level 6 or above, 120 at Level 5 or above, 120 at Level 4 or above and no more than 20 at Level 3 | Final |
| Diploma of Higher Education | 240 credits of which at least 100 must be at Level 5 or above, 120 credits at Level 4 or above and no more than 20 credits at Level 3. | Intermediate |
Progression Route
Apprentices completing this course can progress to an MA in professional policing, apprentices can also seek promotion within Employing Forces
Entry Requirements
Admission to the course is typically through the following qualifications:
.For entry onto this programme an apprentice must also be a serving police officer.
For a detailed breakdown on eligibility to become a Police Officer see (https://recruit.college.police.uk/Officer/Pages/eligibility.aspx.
A Chief Constable can elect to add additional eligibility criteria based on individual force requirements. Any additional requirements are clearly stated on the Force recruitment pages.
In accordance with guidance provided by the College of Policing and agreed by forces and HEIs, candidates must have achieved at least one level 3 qualification to be eligible to apply for the role of police constable via this programme. Where no formal qualification exists, candidates will also be expected to pass an additional element of the police service recruitment process in the form of verbal and numerical reasoning at that point.
Further situational and decision making online assessments must also be passed by all candidates before being eligible to sit the College of Policing National Assessment Centre. This entails 5 hours of further testing under exam conditions and includes: interview, interactive scenarios and further verbal and numerical tests.
USW has reviewed the recruitment process in its entirety and having considered the requirements to successfully achieve the standard required, have concluded the applicant will have evidenced sufficient ability to enrol onto this programme.
The collaboration has been working closely to scrutinise and agree online information regarding recruitment. Force contains information regarding eligibility criteria to become a police officer, the recruitment process and provides a link to USW sites that contains comprehensive information of the PEQF entry programmes.
USW will be involved at each stage of recruitment to ensure that qualifications are scrutinised by USW and agreed before candidates are deemed suitable to progress to the next stage of the recruitment and assessment process.
Once names and numbers of successful candidates are known, USW and the employing force will work together to coordinate who will be invited to the next intake of apprentice officers. This will be the point at which USW will enroll the apprentice student officers onto the programme.
Finally, by accepting a post with the employing force and enrolling as a USW student they must agree to the terms and conditions of both organisations, including as a warranted officer, swearing an oath of attestation.
The University has a recognition of prior learning (RPL) procedure in place http://celt.southwales.ac.uk/rpl
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
N/A
Methods Of Quality Standards
N/A
Quality Of Standards Indicators
N/A