DipHE Professional Policing Practice
01 Mar 2025 - 31 Aug 2031
| Course Leader | Claire Evans, Roger Phillips |
|---|---|
| Course Team | |
| Awarding Body | University of South Wales |
| Teaching Institutions | Dyfed-Powys Police, Gwent Police, Devon and Cornwall Police, Dorset Police |
| Modes of Study | Full Time, Part Time |
Document Version
| Version | 1 |
|---|---|
| Valid From | 01 Mar 2025 |
| Valid To | 31 Aug 2031 |
QAA Benchmarks
The QAA subject benchmark statement for Policing released in March 2022 are based on the PEQF level 6 entry routes into policing. These have been take into account when developing Intended Course Learning Outcomes for this level 5 qualification.
Subject Benchmark Statement: Policing (qaa.ac.uk)?
Course content has been mapped to the benchmark statements. This ensures that the course meets the academic standards set out in the benchmark statements.
The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (qaa.ac.uk) All QAA levels of learning are integrated at the appropriate level across both years.
The mapping process involves identifying subject groupings and content that are both relevant and appropriate to the programme.
The course has been aligned with the College of Policing National Policing Curriculum.
Educational Aim
The overall educational aims of the course as per the benchmarking statement 2022 are to enable student officers to:
· To develop the skills to fight crime, catch criminals and keep the public safe.
· Understand the legal and professional responsibilities of policing as a profession, and modern policing strategies, moving forward.
· Employ an ethical approach to policing, maintaining the highest professional standards in providing a service to the public.
· Proactively embed equality, diversity, inclusivity, and human rights considerations as a core function of professional practice.
· Acquire and apply appropriate skills to put evidence-based policing initiatives into practice.
· Make decisions, founded on critical thinking, in complex professional situations and contexts, demonstrating appropriate knowledge and application of powers, legislation and Authorised Professional Practice (APP).
· Exercise autonomy and professional discretion, as appropriate to the role.
· Acquire, use, and enhance professional communication and engagement skills, including effective use of social media in policing.
· Apply conflict management skills, as appropriate and required
· Acquire and demonstrate leadership, team working and partnership-working skills in a policing context.
· Develop and maintain professional resilience in dealing with challenging situations.
· Apply techniques to manage their own well-being and that of other colleagues in the police service.
· Actively engage in continual self-reflection, evolving strategies to improve their own professional practice.
· Apply knowledge of operational policing, as relevant to their professional practice, with particular emphasis on community policing and preventative policing.
· Understand and act on the fundamental responsibility of the police service to identify and provide professional support to those who are vulnerable and/or at risk of harm, whatever the context.
· Proactively identify, protect, and support individuals in need of public protection, and deal professionally with those who perpetrate offences against them.
· Understand and engage in effective digital policing, with specific reference to digital-related crime.
· Understand national strategies in relation to countering terrorism and perform the front-line role of the police constable in this specific context.
· Understand the criminal justice system as relevant to the role of police constable, ensuring effective performance in relation to key criminal justice procedures and processes.
· Engage in lawful, safe, and effective front-line policing in the specific professional areas of response policing, policing communities, roads policing, information, and intelligence, and conducting investigations.
· Develop, implement, and review practical, evidence-based initiatives to improve policing performance in these areas and, in so doing, contribute themselves to the evolving evidence base for effective policing.
Learning Outcomes
| A1 | Demonstrate an understanding of the interdisciplinary aspects of policing, criminal justice, and the application of criminal law, to professional policing duties (all routes). |
| A2 | Understand and implement contemporary policing strategies in a range of policing contexts (vocational route). |
| A3 | A2 Understand and implement contemporary policing strategies in complex and specialist policing contexts (academic route). |
| A4 | Understand the impact of current political, economic, social, technological, environmental, legal, and ethical discussions within Policing (all routes). |
| A5 | Demonstrate an understanding of the underpinnings and principles of the Policing Constable Entry Routes as they apply to the role of police constable (all routes). |
| B1 | Apply an evidence-based approach to decision making in a variety of complex policing situations (vocational route). |
| B2 | B1 Critically apply an evidence-based approach to decision making in a variety of complex policing situations (academic route). |
| B3 | Evaluate theories, arguments and assumptions to identify solutions within professional guidelines (vocational route). |
| B4 | B2 Critically evaluate theories arguments and assumptions to identify solutions within professional guidelines (academic route). |
| B5 | Organise and effectively communicate interrelated information from a variety of sources to various audiences (all routes). |
| B6 | Act autonomously and take responsibility for achieving personal and/or group tasks in complex contexts (all routes). |
| 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 (all routes). |
| C2 | Demonstrate leadership and teamwork skills, ensure personal and others’ wellbeing and resilience in all situations (all routes). |
| C3 | Understand and apply the theories and skills of conflict management safely and lawfully whilst engaged in the prevention and detection of crime (all routes). |
| C4 | Actively engage in self-reflection and continual improvement, evolving strategies to improve own policing practice (all routes). |
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 |
|---|---|---|---|---|---|
| PC2D001 | MOD013121 | Critical Thinking in the Workplace | Running | 40 | core |
| PC2D003 | MOD013761 | Operational Competence | Running | 40 | core |
| PC2S054 | MOD013783 | Organisational Improvement (PCEP) | Running | 20 | optional |
| PC2S055 | MOD013788 | Transforming Communities (PCEP) | Running | 20 | optional |
| PC2S050 | MOD013123 | Organisational Improvement | Running | 20 | optional |
| PC2S053 | MOD013760 | Transforming Communities | Running | 20 | optional |
| 5A004E | MOD014134 | Transforming Communities ENGLAND (PCEP) | In Development | 20 | optional |
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
Students undertake an evidence-based role specific assessments relevant to their respective police forces. The focus of these assessments is to address a real-world challenge and contribute to the advancement of policing practices. Upon completion, these are shared with key stakeholders within the partnering police force, providing students with a unique opportunity to influence and shape operational strategies within their own organisations.
Industry visits
Most of the course is vocational ‘on the job’ learning, students are police officers and once out of initial training are practising within the industry.
Volunteering
Fieldwork
Fieldtrips
Work Placements or Internships
Most of the course is vocation ‘on the job’ learning, students are police officers and once out of initial training are practising within the industry.
Work-based Learning
The Police Constable Entry Programme (PCEP) is a work-based learning program that integrates theory with practical, on-the-job training. Students gather real-world experience while earning their Diploma, ensuring they apply and develop the essential skills, knowledge, and behaviours needed for effective policing.
Sandwich Years
Employer Forums
Other
Means of Assessment
Learning Support
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, Student Support Officers (SSO) 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
Level 4 Off-Campus. On partner Sites
6 Hours
Week one
Activities
· 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. Students have access to the same services as the on-campus students giving them similar support and an equitable learning experience. Students 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 PCEP Students. 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.
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.
The table below outlines the minimum levels of progression activity expected to take place at the relevant levels of study. Example activities are provided but is not an exhaustive list.
Level 5 Off-Campus. On partner Sites
2 Hours
Week two
Activities
· Welcome to Year two
· Next Steps Year Two
· Completion Of year two Portfolio
· Asynchronous module completion
· Wellbeing
Personal Academic Coach
Students will be allocated a personal tutor who is part of the core teaching staff. Due to the nature of the probationary period of a police constable whereby student officers will change supervisors and mentors fairly regularly, the personal tutor allocated at the beginning of the course will, where possible, remain the same throughout the programme. This is in order that consistency is maintained for the learner academically, as far as possible.
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 students 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 students 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.
SSOs 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 will be incorporated into tutorials through the Personal Academic Coaching model. If Cause for Concern is identified by the course team or an operational mentor, further progress meetings can be arranged in liaison with the employing force. These tripartite (USW, Student, Employer) meetings can be structured into the curriculum with Students given protected time to attend.
Research Supervision
In the event that a student intends to progress into the third year of study (BSc (Hons)), students will receive additional support from the course team and partner force in developing an Evidence Based Research Project proposal as part of their Year 2 studies.
Online Resources
All learning materials will be available via the Blackboard well as information and announcements. Students 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, students 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, students 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 student 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 |
|---|---|---|
| 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 | 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. | Exit |
Progression Route
Apprentices completing this course can progress via RPL to Level 6 (Year 3) of BSc Professional Policing Practice. Students can also seek promotion within Employing Forces.
Entry Requirements
Admission to the course is typically through the following qualifications:
For entry onto this programme a student 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 non-standard 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 a 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 enroll 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 Police Constable Entry Routes.
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. When required, USW will contribute at the Assessment Centre stage (described above) and form part of the interview panel and overall assessment team.
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 student officers. This will be the point at which USW will enroll the 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