A group of male and female policing students, wearing police uniform standing in a row smiling. A group of male and female policing students, wearing police uniform standing in a row smiling.

Available with:

  • Foundation Year

Course Summary

This course is a national pre-join degree licensed by the Policing Professional Body, the College of Policing. The course is delivered by subject matter experts and experienced practitioners (including retired police officers) with a wealth of subject expertise to prepare you with key transferable skills required for the role of Police Constable. 

Getting into any of the 43 Police Forces in England and Wales has changed and is something to consider if you are thinking of pursuing a career as a Police Officer. Since 2020, you need a professional educational qualification to be confirmed in post, as a Police Constable. 

On our course, you will cover all the learning content of the College of Policing’s Degree in Professional Policing, as well as receive additional detailed inputs on specialist subjects like Counter Terrorism and Digital Crime. You will get a grounded knowledge of the key aspects of policing like legislation, police powers, and investigative interviewing skills. 

Our excellent simulation facilities for role play scenarios will allow you to put your knowledge into practice in a safe learning environment. Our Policing Skills Labs comprise an immersive learning suite, interview rooms, crime scene houses, road policing scenarios, a custody office, and a mock court room. 

Through our relationships with police colleagues, we can help you obtain an opportunity to apply to be a special constable, allowing you to put your knowledge and skills into practice with on-the-job experience, and providing evidence to support your CV. 

Why you'll Love it


What You'llStudy

Introduces the role and ethics of a police constable; human rights; respect for race and diversity; policing legislation, powers and its application, in practice.

Module content:

  1. Peelian Values and Modern policing
  2. The Policing Mission
  3. What it means to be a police constable e.g., constabulary independence, crown servant, absence of employment la (office of constable), including Police Covenant.
  4. Roles and responsibilities of those charged with ensuring that the police deliver a professional service: Home secretary, Police and Crime Commissioners, (Combined Authority Mayor), His majesty’s Inspector of Constabulary, Fire and Rescue services (HMICFRS), NPCC (National Police Chiefs Council, Mayors Office for Policing, and Crime
    (MOPAC), Independent Office for Police Conduct, Chief Constables, Staff Associations, Police Federation of England and Wales, Trade Unions, Professional Standards
  5. How Police and Crime plans impact on the police service
  6. How the College supports policing: Authorised Professional Practice (APP), What Works Centre, Policing Education Qualifications Framework
    (PEQF), National Centre for Police Leadership (NCPL), Oscar Kilo and the National Police Wellbeing Service
  7. Partnership with UK Police Memorial (digital.ukpolice memorial.org)
  8. Regional and National Collaboration between forces
  9. The concept of ‘policing by consent’
  10. How the police service works with other law enforcement agencies to provide an effective national and international service, including (where applicable): National Crime Agency (NCA), multi facets including UK International Crime Bureau (UKICB), NCA International, Modern Slavery & Human Trafficking Unit
    (MSHTU), Cyber Crime Unit, UK Financial Intelligence Unit (UKFIU), Special Branch, National Counter Terrorism Policing (including National Border Targeting Centre (NBTC)), Interpol, Europol, International Crime Coordination Centre (ICCC), Border Force, ACPO Criminal Records Office (ACRO), Immigration enforcement.
  11.   Level of input and advice that can be provided by specialist agencies.
  12. Role of the constable in supporting these agencies
  13.   Social and historical context of ‘policing by consent’
  14. Constitutional position of the police
  15. The concept of, and evidence, for, police legitimacy
  16. The concept of 'procedural justice'
  17. Role and importance of the public in policing (e.g., reporting crime, intelligence, informal social control, compliance)
  18. Risks to maintaining public consent and their consequences (e.g., riots, lack of co-operation, lack of community cohesion)
  19. Local accountability
  20. Police officers; Special Constabulary; PCSOs; other police staff
  21. How these roles and functions can work together to deliver fair and effective policing
  22. Types of roles and functions performed: Uniformed roles and functions, Specialist roles and functions.
  23. Extent of powers applicable to: Police officers, Special Constabulary, PCSOs, Police staff
  24.  How police powers are regulated: Legislation, Professional standards
  25. Legal requirement to use the least level of power necessary to achieve a proportionate, legal, accountable, and necessary aim, Human Rights Act 1998, Mnemonic PLANE
  26. Statutory responsibilities where police need to provide an explanation to an individual prior to applying police powers e.g., reasons for arrest.
  27. Balance between the effect (and the implications) of using police powers and the benefits being sought.
  28. Police reform
  29. The Strategic Policing Requirement
  30. Common features of a profession: A specialist knowledge base, a distinct ethical dimension, CPD requirements, Standards of education.
  31. How development and ownership of an evidence-base can define the police profession
  32. What is a 'professional body’?
  33. The terms 'ethics', 'diversity', 'equality’, ‘human rights', ‘inclusion’ and ‘equity’
  34. Relevant legislation, regulations, and guidance in a policing context:  Human Rights Act 1998, equality Act 2010 and the Public Sector Equality Duty
  35. Relevant recent reports that highlight issues in diversity and inclusion, including (but not limited to):  Investigative reports e.g., IOPC Operation Hotton learning report, Strategies e.g., NPCC Diversity and Equality Inclusion Strategy 2018-25, Inquiries, and reviews e.g., Macpherson Report: Twenty-two years on (2021).
  36. Code of Ethics
  37. Diversity Equality and Inclusion (DEI) considerations, including Equality Act 2010 and the Public Sector Equality Duty, protected characteristic Intersectionality, Valuing difference, Contribution of ethnic minority communities to British culture, including black people in society, Racism, including institutional racism, structural racism and systematic racism, Bullying, harassment, and victimisation.
  38. Ways that being a victim of bias, prejudice, discrimination, or stereotyping can impact on individuals and how these experiences can influence perceptions of police legitimacy.
  39. Intricacies associated with ‘sense of belonging’ to the police family as a black person, including the impact that race may have on the behaviour of others.
  40. Understand the impacts of hate and racism on fellow officers, including emotional impact and the potential impacts on family and friends.
  41. Practical professional strategies and organisational support to address bias, anti-racism, prejudice, discrimination and stereotyping, Organisational reporting mechanisms, Organisational support, including staff networks, External sources of support, Strategies for challenging inappropriate comments or behaviour, Allyship.
  42. Theories and concepts linked to an ethical approach.
  43. Values, ethics, and norms within diverse communities and how community demographics may change in the future.
  44. Values, ethics, and norms within diverse communities and how community demographics may change in the future.
  45. Barriers experienced by individuals, based upon personal characteristics, including Language barriers, Physical, psychological, or physiological barriers, Immigration status and access to support services (including recourse to public funds), Knowledge of UK law.
  46. How multi-cultural differences may affect interaction between individuals, groups, and organisations.
  47. Effect of multi-culturalism on police ethics and values
  48. Effective engaging, consulting and working with diverse communities.
  49. Importance of meeting the needs of people with disabilities, including Bias relating to mental health and race, Considerations in relation to additional support e.g., translators, interpreters and appropriate adults, what is meant by neurodiversity and importance of understanding it
  50. Roles and responsibilities of those charged with ensuring the police deliver an unbiased, ethical, and fair service, including exploration of: Challenging racism within policies, structures, and organisational culture, bias/stereotyping in policing activities, Accountability for failings, learning the lessons and restoring public confidence.
  51. Balancing and maintaining the law versus supporting the public
  52. Improving internal and external confidence, perceptions, and experience of a fair and unbiased police service
  53. Interpretation of the law: Letter of the law, Essence of the law
  54. Public interest and criminalisation
  55. Adopting a professional approach that values inclusivity and diversity (within the organisation, community, and wider society)
  56. How police actions and activities can influence public perceptions of policing, including exploration of: Experiences of policing amongst different communities e.g., impact of stop and search or other interactions, The public confidence gap, Disproportionality, and inequalities in policing
  57. Necessity: Fair, ethical, and unbiased delivery of policing services
  58. Governance: Legislation, Professional standards, Professional Standards Department/Directorate
    (PSD)
  59. Roles and responsibilities: PSU, Chief Officers, Disciplinary procedures, Meetings/hearings, Role of the IOPC in serious cases.
  60. Charter for Families Bereaved through Public Tragedy (2021)
  61. The level of professional standards required in both professional and personal life.
  62. Areas where professional standards may impact upon personal life: Use of social media, including considerations arising from Case Law in Scotland: B C and Others v Chief Constable of Police Service Scotland (2018) CSOH 104, Use of own digital products to record photographs e.g., smartphones, Friending anonymously on social media for investigation purposes, Personal life influences e.g. appropriate personal relationships; financial stability, Abuse of position/'integrity agenda', Corruption threats
  63. Importance of transparency in policing, including candour/being candid when things have gone wrong.
  64. Potential consequences of failing to comply with strict professional standards e.g., Police Barred List
  65. Difference between ‘reflective practice’ and ‘reflective practice review process’ and when to apply, including Practice Requiring Improvement
    (PRI), Reflective Practice Review Process (RPRP)
  66. Role of the Independent Office for Police Conduct
  67. Reports detailing the thematic inspections into police integrity: 'Without Fear or Favour’ (2011), IOPC/IPCC reports.
  68. Dealing with public complaints effectively
  69. Instances when informal/service recovery, otherwise than by investigation (OTBI) or investigation of a public complaint is appropriate.
  70. Appropriate guidance relating to the complaint: IOPC Statutory Guidance, Police Reform Act, 2002, Police (Complaints and Misconduct) Regulations 2020
  71. Advantages and disadvantages of an independent investigating body
  72. Investigation processes in comparative professional contexts
  73. Reasons why people in positions of respect or authority might act unprofessionally.
  74. Impact of police misconduct hearings being heard in public.
  75. Lessons learnt from past instances of misconduct/malpractice.
  76. Organisational factors that have contributed to inappropriate behaviour/negative case outcomes.
  77. Reviewing improvement to the professional standards of the policing profession

Module aims:

This module will allow students to study policing from a historical perspective, looking at how the police service was formed and how the organisation has evolved up to the present day. How it links into partnership working with other law enforcement and partner agencies and addresses concepts of culture, ethics, and values in addition to policing legitimacy and discretion.

Students will analyse the role of the police in both a social and professional context. This module will enable the student to consider the effects of police action or inaction with regards upon diverse communities, individuals and how the public perceive the police. Students will understand the professional standards required when policing by consent.

 

Module content:

  • Understand the extent of police powers throughout the police family
  • Criminal Attempts Act 1981 (incl. s.4 Vagrancy Act 1824)
  • Theft Act 1968 and 1978
  • Criminal Damage Act 1971
  • Offensive Weapons Act 1996, s.139 Criminal Justice Act 1988
  • Misuse of Drugs Act 1971 (incl. Psychoactive Substances Act 2016)
  • Offences Against the Persons Act 1861
  • Public Order Act 1986
  • Sexual Offences Act 2003 (s.1 – 13)
  • Crime and Disorder Act 1998
  • Protection from Harassment Act 1997
  • Dangerous Dogs Act 1991 (as amended).
  • Mental Capacity Act 2005
  • Code of Practice for Victims of Crime 2015
  • Police Reform Act 2002
  • Policing and Crime act 2017
  • Youth Justice and Criminal Evidence Act 1999
  • Criminal Justice Act 2003
  • Civil Evidence Act 1995
  • Criminal Procedure Rules 2015
  • Licencing Act 2003
  • Anti-social behaviour, Crime and Policing Act 2014
  • What is the ‘Criminal Justice System’ and how does it work?
  • Explain the policy, guidance and legislation regarding victims, witnesses and suspects detained in custody and explore the importance of considering the impacts on victims and enhancing victim and witness satisfaction
  • Explain the concepts and provisions relating to the disclosure of materials associated with admission, denial or plea
  • Understand the stages of the court process including out of court disposals and the interpretations and analysis that can be drawn from the evidence given
  • The role of the Youth Offender Service and Youth Justice Board in diverting young people away from crime
  • Evaluate the impact of diverse individuals and society on the Criminal Justice System and the necessity for fairness across all criminal justice matters
  • Recognise the importance of collaborative partnerships in relation to rehabilitation and repeat offending and the associated interventions
  • Potential impacts of other interventions and diversions, including reparative, rehabilitative and restorative or punitive justice on re-offending

Module aims:

This module will allow students to understand the key concepts of legal theory and how they apply to the policing legislation, how it is written in statute and the importance of the points to prove and lawful defences for specific offences. In addition the student will understand how the police operate within the criminal justice system and the rules with regards to evidential procedures. Having obtained a clear understanding of criminal law and the nature of crime, the student will complete the module by looking at specific aspects of crime prevention, law and procedure managing vulnerability and risk and its application in a practical context.

Furthermore, students will learn about the importance of partnership working, the role of the youth justice system and the potential impacts of other diversions.  

Module content:

 

The purpose of this module is to provide student with the knowledge understanding and skills to make manage conflict in a variety of situations and make effective decisions and record rationale that would stand scrutiny within the Criminal justice system and is consistent with the learning outcomes of the College of Policing’s Degree in Professional Policing. Decision Making and Discretion 1.1 – 11.3. Additional Practice Based, Managing Conflict 1.1 – 10.5 (See College of Policing Level 4 DPP Mapping Document for full details).

 

 The topics are varied and will include

  1. Introduction of Investigative Decision Making.
  2. Demonstrate a comprehensive understanding of the roles and processes associated with types of decisions and decision making processes
  3. Demonstrate a comprehensive understanding of the dynamics of decision making at individual, group and organisational levels (including the impact of psychology, leadership styles, power and politics) and the importance of using discretion
  4. Examine and analyse what influences decision making and strategies to mitigate these
  5. Analysing and evaluating information with regard to decision making and risk aversion and avoidance
  6. Decision making understanding and (National Decision Making Model) in the Criminal Justice System
  7. Investigative decision making and the importance of ethical recording and accountability

Demonstrate a comprehensive understanding of theories and models involved in managing conflict and how to mitigate and manage conflict situations


Module aims:

This module will allow students to understand and demonstrate the application of the National Decision Making Model and its flexibility in approaches to decision making in policing, examine barriers to effective decision making and strategies to mitigate. The student will also get a comprehensive understanding, and begin to analyse and evaluate the importance of ethically recorded rationale, how discretion, accountability, ethical behaviour, risk and bias can potentially impact on professional and objective decision making. Finally it will enable students to understand and identify theories and models used in managing conflicting situations.

Module content:

  1.  Review the overall scope of the response policing role.
  2. Review the types of incident and crime likely to be encountered in response policing.
  3. Understand how to establish grounds and authority for carrying out a lawful search/entry and search
  4. Understand appropriate powers to stop an search under Section 1 PACE 1984
  5. Explain the role and responsibility of the police at a major incident.
  6. Examine the effectiveness of joint interoperability between emergency services
  7. Critically review key issues relating to the complexity and challenges of operational policing.
  8. Review examples of high-profile critical and major incidents to establish best policing practice
  9. Analyse the role of the police within a joint emergency services operation.
  10. Examine specific challenges faced by response officers in more complex response situations and contexts.
  11. Understand key social, political and strategic drivers impacting upon contemporary response policing
  12. Explain strategies for how those involved in response policing can remain effective in an increasingly challenging environment.

Module aims:

This module will provide students with an introduction to Response Policing and develop their ability to understand the complex issues with regard to the exercise of their powers, for example the Stop Search procedure. They will also gain an understanding of the complexities of dealing with diverse incidents as a first responder and discuss the issues regarding police occupational culture, integrity, corruption, and public perceptions of policing.

 

Module content:

The principles and application of legislation that is consistent with the learning outcomes of the College of Policing’s Police Degree in Professional Policing. Information and intelligence 1.1 – 7.1. (See College of Policing Level 4 DPP Mapping Document for full details).

In this module students will study:

  • The use of information and intelligence in key areas of policing such as community policing, investigations, road policing and Public protection.
  • The key roles in relation to National and Local Intelligence and within partner Agencies.
  • A review of relevant legislation and guidance that underpins the collection, dissemination and retention of intelligence.
  • The concept of an intelligence cycle that leads to the collection, development and dissemination of intelligence allowing decisions to be made about priorities and options. 
  • The role of information and intelligence within the National Decision Model.
  • The scope and relevance of intelligence sources.
  • The essential requirement in the dissemination of intelligence within Police forces and the wider partner agencies.
  • An understanding of information sharing agreements and the impact of data protection and risk management.
  • The importance of the correct storage, retention, use and sharing of police intelligence and their connection to the reputation of Policing.
  • The process for reporting and managing data breaches and the role responsibilities within policing.
  • Freedom Of information requests as the balance of the rights of individuals relating to personal intelligence.

 


Module aims:

This module will allow students to understand the role of front-line local policing in the gathering of intelligence and information in respect of criminal investigations whilst recognising the importance of data protection legislation and the rights of an individual. The student will also gain a comprehensive understanding of how intelligence plays an integral link in implementing effective law enforcement through tactical and strategic decision-making and problem solving and the importance of the correct handling, dissemination, storage and retention of intelligence. Finally the student will begin to develop and understand the specific skills required to manage intelligence in an operational setting.

Module content:

  1. National Police Chiefs Council Strategies, commonly used terms, functions including health and safety, family liaison and partner agencies.
  2. Key legislation and police powers including Road Traffic Act 1988 and Highways Acts 1835, 1980 and 1988
  3. Legislation relating to commercial vehicles, drivers hours, dangerous goods and hazardous materials
  4. Roads related anti-social behaviour, vulnerable roads users and the impact of incidents on victims and families
  5. Legislation and case law relating to drink/drug driving
  6. Legislation and powers in relation to construction and use offences, vehicle examination and document offences
  7. The CLEAR initiative
  8. Criminal activity facilitated by the roads network: drug smuggling, human trafficking, child sexual exploitation, counterfeit goods
  9. Intelligence and information gathering, powers provided by section 4 Police and Criminal Evidence Act 1984
  10. Impact of serious and organised crime activity on the roads network, how this can be prevented and disrupted
  11. Evidence bases associated with serious offences including: young drivers, causes of fatal incidents and social acceptance roads related serious offences  

 

 

 


Module aims:

This module will provide students with an introduction to the law relating to driving and traffic offences. Introduce students to the specific skills needed to manage the scene of a road traffic collision effectively with partner agencies including the complexity and investigation of road fatalities and use of specialist support and provide an understanding of the policing the Strategic Road Network and associated serious criminal behaviour. Finally the student understand the complex implications of Police Pursuits.

Covers evidence-based policing; policing communities and problem solving; investigative interviewing strategy; research methods and skills; and criminology and crime prevention.

Module content:

  • Definition of evidence-based policing (EBP):
    • Definitions of evidence-based policing
    • College of Policing definition - ATLAS approach
    • Sherman definition
    • Realist perspectives
  • The rationale for evidence-based policing:
    • Cognitive biases and heuristics e.g. Daniel Kahneman
    • Behavioural insights e.g. the concept of ‘nudge’
    • High-risk, high-harm, high-cost issues‘
    • Scared straight’ and ‘backfire’ 
  • Importance of differentiating between types of evidence to identify best practice:Types of evidence:
    • Types of evidence:
      • Research evidence (types and standards of research)
      • Professional expertise
      • Information and intelligence
      • Lessons learned from success and failure
    • How evidence should be used to inform decisions:
      • Systematic analysis
      • Identification of best practice
  • Case studies exploring the impact of evidence-based policing in different areas of policing
  • Constraints of timescale
  • Instances when an evidence-based policing approach failed to meet intended targets
  • Identifying best practice and lessons learned
  • Professional contexts in which an evidence-based policing approach is appropriate:
    • Organisation
    •  Community
  • Policing-related activities where an evidence-based policing approach is beneficial:
    • Tackling crime and disorder
    • Managing offenders
    • Criminal justice
    • Engaging the public
    • Learning and development
    • Improving work practices/processes
    • Introducing new technology
  • 'What Matters'
  • ‘What Works’ evidence ladder
  • Maryland Scale of Scientific Methods
  • Frameworks for assessing the quality of qualitative research
  • Sources of research and evidence (and support) for evidence based policing:
    • College of Policing (What Works Centre, POLKA, National Police library, global policing database)
    • Other police forces
    • HMICFRS
    • Campbell Collaboration
    • Academic sources and journals
    • Government (ONS, Home Office)
    • Alliance for Useful Evidence/NESTA
    • Society of Evidence-Based Policing
    • Center for Evidence-Based Crime Policy (US)
    • Center for Problem-Oriented Policing (US)
  • Development of police standards (e.g. Authorised Professional Practice (APP))
  • How to use evidence in practice:
    • Professional judgement
    • The reflective practitioner 
  • How to question and challenge using evidence
  • Ethical concerns with regards to evidence and how these concerns can be addressed
  • Developing a range of options
  • Selecting the preferred, most likely option to mitigate or resolve problem
  • Justifying interventions and potential consequences
  • Preparing a presentation to an appropriate authority
  • Developing methods to evaluate the intervention, including cost benefit and end user satisfaction
  • Feeding results back into future policing strategies

 


Module aims:

This module aims is to provide students with the knowledge and understand on how policing may be delivered in the future, not merely as traditional territorial policing - but on developing an evidence base to all decision making so that all staff take responsibility to facilitate solutions to demands on police service. To provide students with methods of understanding public expectations, techniques to identify predictable demand and insight into the management of the infrequent but high risk occurrences. To provide students with an understanding of Evidence Based policing principles and illustrate the importance of practical outcomes that will effectively reduce demand on policing services and increase public confidence. This will be achieved by increasing the use of best available research evidence to solve policing problems, raising awareness of the value of evidence-based practise, providing access to research tools and guidance and advocating evidence-based practise with partner agencies. To provide students with an understanding of how to produce new research evidence that will support police practitioners, they will undertake research projects, access research expertise and be actively involved in on-going police research projects. To provide students with communications skills, techniques and practises to promote research evidence to police practitioners, partners and where appropriate the public. This will include the dissemination of police-based research to diverse audiences and the abilities to present the implications of research findings for policing practice.

 

Module content:

In this module the student will study:

Policing Communities

  • Aims of community policing:
    • Partnership building
    • Improved public perceptions (e.g. reassurance, confidence) and better future engagement
    • Reduced crime, anti-social behaviour and demand
    • Stronger communities (e.g. collective efficacy)
    • Development of, and differences between, community policing in the 1980s, 2000s and 2010s
  • Impact of politics on community policing
  • Role of the police officer and others (e.g. PCSO, analyst, partners) in effective community policing:
    • Duty of care and support
  • Key issues relevant to the community policing role:
    • Difference between community policing and other policing functions and models
    • Defining and understanding neighbourhoods and communities
    • Using data to profile neighbourhoods and communities
    • Types of community e.g. hard to reach/hear, hidden and open communities, communities of interest
    • Demand and shared priorities for partner organisations
    • Risk, vulnerability, harm and public perception
  • Key aspects of community policing:
    • Targeted foot patrol
    • Community engagement
    • Problem solving (including early action and intervention)
    • Crime prevention
  • Engaging with individuals, community stakeholders and communities
  • How effective communication can encourage future cooperation from the community
  • How perceptions of, and confidence in, the police service are enhanced by effective communication
  • Communication via social/online media
  • Crime and anti-social behaviour (ASB) in communities:
    • Defining ASB
    • Patterns (long-term issues, hotspots and repeat victimisation)
    • Risk factors and causes
  • ASB and vulnerability
  • Impact of crime and ASB on victims and communities:
    • Pilkington case
    • Signal crime
  • Preventing and responding to crime and ASB in communities:
    • Investigative activity
    • Enforcement activity, including specific legislation
    • Targeted prevention activity (e.g. offender focus, hotspots, problem solving, repeats)
    • Partnership activity (e.g. local authorities, communities, schools liaison)
    • Long-term prevention activity (e.g. early interventions, families with complex needs)
    • Perceptual activity (e.g. control signals)
  • Role and importance of partners in effective problem-solving:
    • Shared problems
    • Data sharing
    • Problem identification and analysis
    • Non-police responses to problems
  • Legislative framework
  • Support that partners can provide in a community context:
    • Statutory and voluntary agencies
    • Blue light partners in community strategies
    • Formal and informal local partnership approaches
    • building and networking
    • Use of police volunteers e.g. speed watch
  • Barriers and facilitators to working effectively with partner agencies:
    • Joint responsibilities, shared costs, shared data/intelligence, shared resources
    • Different priorities, agendas and performance management focus
  • Aims and benefits of community engagement
  • Typology of community engagement
  • Strengths/weaknesses of different methods of engagement
  • Using community engagement to inform police practice (e.g. problem-solving activity)
  • Ways of engaging with the community to maximise community cohesion:
    • Structured and effective community engagement
    • Protecting the community
    • Building community trust, cohesion and confidence
    • Focus groups and the community
    • Team-building for partnership working
  • Role/use of social media
  • Importance and value of information provision
  • Role and importance of the public in effective problem solving:
    • Problem identification, specification and prioritisation
    • Co-production
    • Collective efficacy and community resilience/recovery
  • National and local incidents
  • High profile cases which have affected the community relationship with the police
  • Rationale for negative outcomes
  • Balancing key causation factors
  • Methods currently employed to deliver effective policing to the community:
    • Use of Community Impact Assessments
    • Trigger points/trigger incidents
    • Use of evidenced-based policing approaches/methods
  • Understanding community problems, issues and concerns regarding policing practice
  • Areas of policing where evidence-based research may benefit the level of service provided to the community
  • Impact of policing resources on community policing
  • Effectiveness of early intervention/early action initiatives
  • Methods of adapting policing style to police minority groups
  • Effectiveness of initiatives/approaches made by other organisations (statutory and voluntary)
  • Why there is a historical mistrust of the police by some sections of society
  • How historical mistrust can manifest itself in confrontations
  • High profile cases where such confrontations have taken place
  • Measures to reduce tension and improve trust
  • Use of community tension indicators
  • Impact of community engagement on police legitimacy
  • Impact of engagement on community confidence
  • Identification of key stakeholders:
    • Partner organisations
    • Groups
    • Individuals
    • Police
  • Typology and influences on community partnerships
  • How to develop an effective community engagement strategy:
    • Aim and benefit(s) of community engagement
    • Pros and cons of different methods of engagement
    • Using community engagement to identify and prioritise problem-solving activity
    • Role of social media, including communication/marketing methods
    • Importance and value of information provision/sharing
  • Potential future challenges and opportunities:
    • Financial constraints
    • Competing priorities
    • Resourcing challenges/expectations
    • Ability to continue to deliver community policing in its present form
    • Advances in technology
    • Changing crime types and patterns
  • Future role of community police officers and special constabulary:
    • Evolving knowledge and skills requirements
    • Adaptability to changing needs and priorities

Problem Solving

  • Herman Goldstein's model of problem-oriented policing
    (POP)
  • Models used in problem solving and crime prevention:
    • SARA (Scanning, Analysis, Response & Assessment) model
    • Problem Analysis Triangle
    • Routine Activity Theory
    • Rational Choice Theory
  • Principles of problem solving and crime prevention:
    • Principles of crime prevention
    • Primary/secondary/tertiary prevention  
    • Situational crime prevention
    • Early intervention and action  
  • Evidence-based policing examples exploring the impact of evidence-based policing in different areas of policing
  • Partnership working and co-production in problem solving
  • Role of the public in community problem solving (e.g. problem identification and definition, taking action and assessing effectiveness)
  • Traditional versus non-traditional responses to problems
  • Outcomes of similar approaches in other comparable forces/organisations
  • The importance of defining a problem:
    • Context of the problem
    • Particular features of the problem (nature, extent and causes)
    • Multiple sources of data/information to help define and understand the problem
    • Overcoming barriers to sharing partner data
  • Enablers to effective problem solving
  • Barriers to effective problem solving
  • Tools for effective problem solving:
    • Problem Analysis Triangle
    • Routine Activity Theory
    • Signal Crimes
    • Techniques of Crime Prevention
    • 55 Steps to becoming a Problem-Solving Analyst
  • Impact of short-term targets versus long-term problem solving e.g. priority crime types
  • 'Scanning' and Analysis' stages of the SARA model
  • Carrying out initial scoping to identify an issue/problem to research further
  • Reviewing previous literature on the issue or problem:
    • Considering different review approaches
    • Searching for and synthesising available evidence
  • Creating a sound research question, based on critical reading of appropriate literature and research
  • Developing a proposal for research to explore the nature, extent and causes of the issue/problem, including:
    • Research aims and questions
    • Consideration of different research designs
    • Strengths and weaknesses of different research methods
    • Project management (e.g. timescales, resources)
  • Carrying out the research as outlined in the proposal
  • 'Response' stage of the SARA model
  • Reviewing previous interventions designed to tackle the issue/problem
  • Developing a proposal for an intervention to tackle the issue/problem, including:
    • evidence for/against the proposed approach
    • consideration of alternative approaches
    • an implementation plan
  • Developing a range of options
  • Selection of the preferred, most likely option to mitigate or resolve problem
  • Justifying interventions and potential consequences
  • Preparing a presentation to an appropriate authority
  • Developing methods to evaluate the intervention, including cost benefit and end user satisfaction
  • Developing a proposal to assess the effectiveness of the proposed intervention

Module aims:

This module aims to provide students with the knowledge and understanding in relationship to how the local community and effective partnership working works in problem solving, in reducing crime, disorder, repeat victimisation, anti-social behaviour and alcohol and drug related issues It will also provide students with an understanding of the media can be used within community engagement. To provide students with an understanding of crime prevention, intelligence gathering in investigation and the processing and disposal of offenders. Finally to provide students with an understanding of specific community traffic related concerns and offences.

Module content:

  • Legislation to be considered during interviews, including:
    • PACE Code E - Audio Recording of Interviews
    • PACE Code F - Video Recording of interviews
  • The evidence base associated with the PEACE interview process
  • The principles of investigative interviewing
  • The PEACE interview process:
    • Planning and preparation
    • Engage and explain
    • Account clarification and challenge
    • Closure
    • Evaluation
  • Individuals who may need to be involved in interview process, including:
    • Interpreters
    • Legal advisors
    • Intermediaries
  • Non-verbal signals seen in interviews
  • Define 'volume and priority' crime and 'serious and complex' investigations
  • Specific considerations to be taken into account when dealing with the following investigations:
    • Anti-social behaviour and disputes
    • Hate crime (including the importance of proving hostility)
    • Public protection and domestic abuse
    • Roads policing (including road death investigation)
    • Public order
    • Firearms
    • Extremism
    • Terrorism
  • Role of specialists in retrieving information/intelligence or evidence from devices
  • Relevant legislation
  • Community considerations
  • Briefing and de-briefing using recognised national formats (i.e., IIMARCH, SAFCOM)
  • Role of internal specialists, including:
    • Crime Scene Investigator
    • Digital or traditional forensics
    • Digital Media Investigator
    • Financial Investigator
    • Senior Investigating Officer
  • Additional investigative processes that may be required e.g., inquests
  • Role of coroner
  • Impact of trauma on victim(s) and witnesses involved in complex and serious offending
  • Support required for victims, including therapeutic support, consent issues and maintaining on-going support throughout the investigation
  • Professional support that may be involved
  • The role of Multi-Agency Public Protection Arrangements
    (MAPPA)
  • Victim’s right to review
  • Specific legislation applicable
  • Types of offending that will be serious and complex e.g., offences which:
    • Involve the use of violence, including weapons and firearms
    • Are sexual assaults
    • Can result in substantial financial gain
    • Cause substantial financial loss to the victim
    • Are conducted by a large number of persons in pursuit of a common purpose
  • Role of the CPS, early engagement and  pre-trial case conferences
  • Case discussions prior to engaging a specialist e.g., Forensic Medical Examination
  • Logistics of disclosure during complex or major investigations e.g., case management systems and databases
  • Cold case reviews
  • Interview strategy and plan, including identification, initial accounts and fast-track interviews
  • Pre-interview briefings
  • Individuals who may need to be involved in interview process, including:
    • Interpreters
    • Legal advisors
    • Intermediaries
  • Key considerations for police interviewing, including:
    • Characteristics of victim, witness and suspect
    • Fitness for interview: vulnerability, security and welfare of interviewee
    • Legal issues
    • Special arrangements e.g., interpreters
  • Importance of having all necessary information prior to interview, including relevant interviewee information
  • Overall interview considerations, including:
    • Methods to ensure that information is being understood correctly
    • Challenging inaccuracies/inconsistencies
  • Special warnings and significant statements
  • Recording an interview by audio/video or other means
  • Introducing exhibits
  • Offences to be taken into consideration (TICs)
  • Dealing with contingencies
  • Statements required according to anticipated plea
  • Interview documentation to be completed
  • Storage of interview records
  • Providing debrief of interview to appropriate other parties
  • Additional support for vulnerable, intimidated, significant witnesses
    etc.
  • Types of witness statements
  • The Victims Code
  • Achieving best evidence when interviewing victims and witnesses
  • Visually recorded interviews
  • Importance of informing victims of restorative justice in accordance with the Victims Code
  • Victim personal statements
  • How actions at the court stage can affect the prosecution
  • How evidence is presented to court and evaluated in a case
  • Processes for evidence being given by video feeds and CCTV evidence
  • Preparing an evidence file for prosecuting authority
  • Complexities associated with giving evidence, including disclosure, confidence and credibility
  • Defence tactics that may be used and strategies to deal with such tactics
  • Importance of communication within policing
  • Essential elements of communication:
    • Verbal
    • Non-verbal
    • Active listening skills
    • Open and closed questions
    • Empathy
    • Building rapport
    • Negotiation skills
    • Conflict Management Guidelines (College of Policing, 2020)
    • Importance of perception and understanding in communication
    • Importance, when communicating, of understanding different viewpoints and priorities
    • Risks to effective communication
    • Impact of effective and ineffective communication
    • Models of communication (e.g., voice, neutrality, trustworthiness and respect) in relation to procedural justice
    • How to adapt communication styles for different audiences
      • Young adults/children
      • Vulnerable adults
      • Individuals with neurodiverse conditions
      • Individuals with limited English
    • Using assertiveness when necessary:
      • Taking control of a situation
      • Having difficult conversations (both internally and externally)
      • Recognising when assertiveness becomes aggression.
    • Police radio systems
    • Use of local and national call-signs
    • Phonetic alphabet
    • Conducting an effective radio transmission

Module aims:

The aims of this module is to provide students with the knowledge and understanding of effective communication and legislation and the importance of the process to obtain relevant material and evidence. In addition, the students will learn how to conduct and manage serious and complex investigations, supported by the decision-making process and legislation. The student will also learn how to identify, categorise, prioritise and manage victims and witnesses in complex investigations, displaying evidence of how to use the appropriate legislation to support the process. Finally, to provide students with the knowledge, understanding and practical ability to manage a suspect interview in a complex investigation to include the key principles of investigative interviewing including giving students confidence in dealing with all aspects of the interview including defence tactics.

Module content:

 

  1. Relevant legislation, including legislation applicable in specific areas (e.g. Proceeds of Crime Act 2002)
  2. Powers applicable to investigations, including Entry and Arrest powers, warrants and searches.
  3. Definitions of key terminology including 'criminal investigations' and 'investigator', Investigative mindset, Ethical considerations when conducting investigations, knowledge and skills required and Evidence base behind investigative concepts
  4. Principles of an investigation: Preserve life, Preserve scenes, Secure evidence, Identify victims, Identify suspects.
  5. Making decisions in an investigative context in accordance with the National Decision Model
  6. The stages of an investigation and how to develop an investigative hypothesis
  7. Specialists who may be involved, including Crown Prosecution Service (CPS)
  8. What constitutes ‘material’, ‘information’, ‘intelligence’ or ‘evidence’
  9. Evidence-gathering opportunities from Victims, Witnesses, Suspects, Crime scenes (including physical and digital scenes of crime) and passive data generators e.g. CCTV, data communication sources, banking/credit card records
  10. How digital technology can capture best evidence e.g. body worn video cameras
  11. Information/intelligence required before responding to an incident, including:  PND/PNC, Force intelligence systems, Call takers.
  12. Considerations prior to arriving at the scene of an incident: Threat,  Risk,  Harm, Vulnerability of self and others
  13. Initial actions when responding to incidents, inc.: Sudden/unexplained death,child death,Threats to life,Hate crimes
  14. How to take control at a scene
  15. Potential impact of language barriers upon communication at the scene of an incident
  16. Identifying vulnerability and supporting/managing the welfare of victims/witnesses in accordance with the Victims              Code, Specialist roles and multi-agency approaches for supporting and safeguarding victims and witnesses,               particularly in relation to public protection incidents e.g. domestic abuse and the use of Special Measures
  17. Forensic considerations, including: Identifying a crime scene, Scene preservation (including the digital crime scene), cross contamination, DNA, Evidence continuity.
  18. How achieving best evidence (ABE) begins when taking an initial account from victims and witnesses
  19. Dealing with material found during a search e.g. digital devices, drugs, weapons, cash or stolen property
  20. Key enablers for digital-facilitated crimes e.g. bank accounts, communication devices, websites
    etc.
  21. Information to be recorded at the scene of an incident
  22. Communicating details about the incident, or escalating serious or complex incidents
  23. How to plan and conduct an initial investigation
  24. Using THRIVE, Recording a crime, Taking an initial account, Understanding the role of others
  25. Importance of undertaking investigative and evidential evaluation throughout the investigation
  26. Investigative strategies that may be considered and used for evidence gathering Search, House-to-house, Intelligence, Financial investigation, Passive data generators (e.g. CCTV/ Digital Images), Communications (e.g. internal briefings, external communications, Forensics, Physical evidence, ANPR, Trace, Interview, Eliminate (TIE), Suspect identification, Multi-agency Victim/witness. Prevention, Disruption
  27. Record, Retain and Review the details of an investigation and Disclosure
  28. Identifying and working with victims, witnesses and suspects
  29. Partnership and multi-agency working, including referrals to other reporting mechanisms
  30. Processes for searching and seizure for forensic/physical/digital evidence including transport, storage and disposal
  31. Use of identification procedures, including: Visual identification, Biometrics, PNC/facial recognition
  32. How to attribute digital devices/physical or forensic activity to a suspect and incident
  33. Specialist support that may be required to obtain further evidence
  34. Methods of gathering information, intelligence and evidence to support a UK prosecution of a foreign national:  

    Specialist agencies (i.e. Interpol, Europol, International Liaison Officer (ILO), National Police Coordination Centre                  (NPoCC), ACPO Criminal Records Office (ACRO))


Module aims:

The aim of this module is to enable the student to consider the (through a case study) the highly ethical professional technical skills and considerations required and the importance of being objective when conducting serious and complex investigations. To understand how the relevant legislation, national policy and support structures including specialist services are available to investigators in relation to the management of complex investigations and the support of vulnerable victims and witnesses whilst acknowledging the concerns and needs and all other interested parties.

Module content:

  • Explore crime prevention Strategies
    • Principles of Crime Prevention
    • Situational, biological, sociological and psychological theories on crime and their relevance to policing
    • Problem solving, policing communities and partnership working
    • Explore the role of technology and the public in preventing crime
  • Assess the strengths and weaknesses of different policing models in relation to crime/victimisation and the public
    • Roles and responsibilities of those ensuring the police deliver an unbiased, ethical and fair service, including exploration of:
    • Racial profiling and its impacts • Challenging racism within policies, structures, and organisational culture
    • Accountability for failings, learning the lessons and restoring public confidence

 

  • Offenders and offending:
    • Risk and vulnerability
    • Criminal careers and desistance from crime
    • Environmental criminology
  • Relationship between offenders and victims:
    • Overlap
    • Restorative justice
  • Situational, biological, sociological and psychological theories on crime and their relevance to policing
  • Models of policing:
    • ‘Hot Spots’ policing
    • Problem-oriented policing
    • Intelligence-led policing
    • Rapid response and reactive patrol
    • Community policing
    • Predictive policing
    • Procedural justice
  • Evidence-based policing and 'what works', including:
    • Rational Choice Theory
    • Routine Activity Theory  
    • Situational Crime Prevention
  • Confidence to challenge pre-determined concepts e.g. policing models
  • Designing out crime - 'Crime Prevention Through Environmental Design'

 

 


Module aims:

This module aims to provide the student with an introduction to criminology and sociology. The relationship between victims and those who commit crime and how to apply sociological, historical, psychological and criminal and cultural perspectives to the study of crime and punishment and how societies respond to such offending.

Furthermore, students will learn about crime prevention principles, exploring the role of the public and technology and preventing crime.

Module content:

  • Research design
  • Focus of research and development of research questions
  • How to formulate an ethically sound research question
  • Qualitative, quantitative and mixed methods
  • Approaches to data collection:
    • Surveys
    • Interviews
    • Observation
    • Experimental design
    • Use of secondary sources
  • How to choose, implement and critically evaluate appropriate methods of research
  • Sampling
  • Design frames
  • Reliability and validity
  • Research ethics
  • Research standards
  • Peer review
  • Use of data (qualitative and quantitative)
  • Methods of searching library and internet resources
  • Appropriate ICT and relevant university library resources
  • Relevant study materials
  • Critical reading, thinking and writing skills
  • Answering problem questions
  • Listening and note-taking skills
  • Appropriate referencing
  • Academic misconduct (e.g. plagiarism)
  • Academic writing
  • Effective reading
  • Research of relevant undergraduate literature
  • Critiquing literature
  • Developing critical analysis and argument
  • Communication and presentation skills
  • Basics of numeracy and statistical information-gathering
  • Learning styles
  • Critical thinking
  • Models of learning
  • Reflective practice
  • Critiquing research literature
  • Research ethics
  • Relationship between theories and methods
  • Evidence-based policing
  • Personal responsibility
  • Effective independent and confident self-directed learning
  • Working with others, including working in teams (action learning sets)
  • Academic writing
  • Critiquing literature
  • Developing critical analysis and argument
  • Working in teams
  • Communication and presentation skills
  • Create a sound research question, based on critical reading of appropriate literature and research
  • Develop a proposal for research to explore the nature, extent and causes of the issue/problem, including:
    • research aims and questions
    • consideration of different research designs
    • and weakness of different research methods
    • project management details (e.g. timescales, resources)
  • Referencing and bibliography styles
  • Analysis of quantitative and qualitative data
  • Numeracy and statistical information gathering
  • Writing a summary of the research project, including:
    • Background to the research
    • Previous literature
    • Evidence of critical analysis, argument and discussion
    • Conclusions and proposals arising from critical analysis

Module aims:

This module aims to introduce students to the foundations of social scientific research by enabling them to distinguish between, and to apply, a variety of ontological, epistemological and methodological approaches. Students will assess the strengths, weaknesses and 'fitness for purpose' of research methodologies and methods and understand the significance of, and to choose between, the methods in a variety of contexts. The student will gain a comprehensive understanding of the significance of ethical practice when planning and conducting research, enabling them to choose between different forms of research analysis and be able to critique research and to select different forms of research design.

Will introduce you to coaching, mentoring and managing people; counter terrorism and serious/ organised crime; digital policing; and vulnerability, risk and public protection. The year culminates in a research project.

Module content:

The indicative content for this module is;

  • The typology of Terrorism, its actors, causes and objectives – A review of the historical, contemporary and emerging terrorism landscape.
    (Pre and post 9/11)
  • The threat and responses to extremist radicalisation in society, education, and prisons.
  • The evolution of Domestic extremism ideology and approaches (Right & Left Wing, Environmentalists, Animal Rights, Single issue groups).
  • The emergence of serious and organised crime as a social problem, an examination of its history and scale
  • The typology of Serious and organised crime, its actors, causes and objectives.
  • High policing response to national and transnational counter terrorism and organised crime. An examination of the key roles and responsibilities of responsible institutions and influential policy and politics (Security Service, Secret Intelligence Service, NCA, GCHQ, JTAC, UKBA, CTU, CTB’s and European partner agencies, Interpol, Europol, Eurojust).
  • The development of national and international Counter Terrorism and Organised Crime legislation.
  • The UK National Counter Terrorism Strategy: Contest and an examination of how the four pillars Pursue, Prevent, Prepare and Protect are applied to address the challenges of 21st century threat and risk.
  • Local, National and Transnational intelligence sharing and offender management across permeable and open borders.
  • The supranationalisation of EU internal and external relations in counter terrorism and organise crime policy.
  • Neighbourhood policing challenges and approaches to community engagement, reassurance and interpretation and application of threat analysis.

Module aims:

The aim of this module is for the student to consider the chronological development and theoretical perspectives of the nature and threat from domestic extremism, domestic and transnational terrorism and organised crime as they apply to 21st century society. The student will also consider a range diverse contexts that influence actor involvement in criminal activity as well as examining the methodology employed by extremist actors in carrying out criminal activities. The student will also examine in detail the national and transnational responses to the threat and acts of terrorism, organised crime and associated criminal/extremist activity, with particular emphasis on post 9/11 developments.

Finally specific emphasis will focus on the key pillars of the United Kingdom Counter Terrorism Strategy and Organised Crime Strategy how they apply to contemporary policing philosophy and practical application of investigative practices.

Module content:

The content of the module will include:

  • National drivers for dealing professionally and ethically with people who are vulnerable, have suffered harm and/or are at risk of harm:
    • PEEL: Police Effectiveness 2015 (Vulnerability) - A National Overview
    • National Policing Crime Prevention Strategy 2015
    • Independent Inquiry into Child Sexual Exploitation in Rotherham (1997-2013)  
    • Cross-governmental approach for managing vulnerability
    • Increase in reporting of child sex abuse following high-profile cases
    • Changing demand arising from complexity of some vulnerability cases  
  • Legislation, policies and ‘what works’ in relation to vulnerable people or those at risk of harm, including:
    • Serious Crime Act 2015
    • Mental Capacity Act 2005
    • Mental Health Act 1983
    • Code of Practice Mental Health Act 2015
    • Care Act 2014
    • Code of Practice for Victims of Crime 2015
    • Working Together to Safeguard Children 2015
    • Children Act 1989 and 2004
    • Information sharing: Advice for Practitioners Providing
    • Safeguarding Services to Children, Young People, Parents and Carers 2015 
    • Safeguarding Disabled Children – Practice Guidance 2009 
    • Achieving Best Evidence 2011
  • Intrinsic personal characteristics (that may lead to harm/risk of harm)
  • Historical factors that can contribute to, or cause current vulnerability:
    • Adverse childhood experiences
    • Effect of impact trauma on emotional development
    • Link between perpetration and victimisation: the cycle of abuse
  • Personal vulnerabilities, when combined with situational/environmental factors, that can result in harm or risk of harm, including:
    • Lack of ability to understand a situation through circumstance e.g. age, mental ill-health, learning disabilities, dementia, substance misuse
    • Poverty
    • Disability
    • Race and/or faith
    • Gender identity and sexual orientation    
    • Isolation caused by:
    •    - lack of support
    •    - language/communication barriers
    •    - coercive controlling behaviour
    •    - dependency/reliance upon abuser(s)
  • How the police cannot alter those personal factors that make an individual vulnerable
  • Why vulnerable people may be targeted by perpetrators
  • How a vulnerable person may become known to the police only after suffering harm, or being at risk of harm 
  • How a vulnerable person may be at risk of coercive control by others, to commit crimes or become radicalised
  • Factors that, when combined with personal vulnerability, can lead to harm or a risk of harm:
    • Environmental influences
    • Situational influences
    • Circumstantial influences
    • Presence of an abuser                                                                
  • The relationship between the factors (e.g. situational) and the personal characteristics and vulnerabilities that may lead to harm/risk of harm to an individual
  • Police role in managing the factors (e.g. environment) to reduce risk
  • The impact of early life events and the link to polyvictimisation, including Adverse Childhood Experiences (ACE)
  • The effect of multiple adversities
  • Stockholm Syndrome
  • Troubled Families initiative
  • Strategies to prevent repeat victimisation
  • Victimisation and perpetration: common risk factors that may be present
  • How victimisation may lead to future perpetration (Cycle of Abuse theory)
  • Risk factors associated with multi-victimisation
  • Limitations of risk factors and risk assessments
  • Limitations of protective factors
  • Complexity of risk and protective factor relationships (e.g. exposure to violence) may lead to substance abuse, mental illhealth, but also a risk of being a victim of CSE
  • How risk factor weightings vary (e.g. some personal vulnerabilities and situational risk factors may pose greater risks of harm than others)
  • The difference between increased risk and actual vulnerability
  • Professional policing drivers for dealing more effectively with vulnerable people, including Early Help strategies
  • Potential implications of perceived lack of support from the police
  • Recent high-profile cases where a lack of support has resulted in questions being asked of the police
  • Consequences of not managing or controlling the environmental/situational factors for the vulnerable person
  • Consequences of failure to share key information e.g.:
    • Fiona Pilkington
    • Baby P
    • Victoria Climbié
    • Daniel Pelka
  • Recent high-profile cases where a positive outcome has resulted from police involvement
  • How the combination of personal vulnerabilities and situational/environmental factors may affect a person's reaction to, and communication with authority figures e.g. people with diagnosed conditions
  • How situational factors and perceptions may cause a problem to proliferate and escalate:
    • Power imbalance
    • Coercive and controlling behaviour
    • Multiple vulnerabilities
    • Change in seriousness of incidents
    • Multiple victims and poly-victimisation   
  •  Motivations for offending:
    •  Early life events 
  • Understanding the age/offending curve
  • Identifying propensity to offending behaviour
  • Early identification of offenders and early intervention
  • Dealing with potential offenders
  • Strategies to prevent offending (including radicalisation) or reoffending
  • What works from the Early Intervention Foundation website
  • Working with other organisations to provide support to children and families to tackle problems before they become more difficult to reverse
  • Recent high profile cases e.g. Breck BEDNAR (2014)
  • Independent Office for Police Conduct (IOPC) Bulletin –  ‘Learning the Lessons’
  • Department of Education: Pathways to Harm, Pathways to Protection: A Triennial Analysis of Serious Case Reviews (20112014)
  • Psychology of a vulnerable person or person at risk of harm which makes them an attractive target for youth gangs
  • The effect it has on the vulnerable person
  • Situations which vulnerable people may be subject to or find themselves involved in
  • Strategies and disruption tactics that could be employed

Public Protection

  • Legislation and guidance associated with public protection policing, including:
    • Protection from Harassment Act 1997
    • Racial and Religious Hatred Act 2006
    • Sexual Offences Act 2003  
  •  Terms and offences associated with public protection policing, including:
    • Child abuse, including neglect, child sexual abuse/exploitation (CSE)
    • Adults at risk
    • Domestic abuse
    • Families with complex needs
    • Missing persons
    • Forced marriage
    • Honour-based abuse
    • Female genital mutilation (FGM)
    • Modern slavery and human trafficking
    • Prostitution
    • Coercive control
    • Stalking and harassment
    • Sexual offences
    • Managing offenders
    • Hate crime
  • Potential overlaps between one type of public protection offence and other offences (e.g. human trafficking and prostitution)
  • Potential forms of abuse/harm, including digital-related abuse (e.g. sexting, revenge porn, grooming)
  • The range of situations and locations in which abuse can take place
  • Home Office definition of domestic abuse
  • Demand on policing resources resulting from domestic abuse incidents
  • How child abuse differs from other forms of abuse
  • Signs, symptoms and common myths surrounding child abuse and child sexual exploitation
  • Signs and behaviours that may displayed by victims and offenders in grooming incidents
  • Who may perpetrate an act of abuse and why they abuse others (including familial abuse, particularly with regard to sexual offences)
  • Potential relationships between victim(s) and abuser(s)
  • Cultural considerations associated with some public protection offences (e.g. female genital mutilation, hate crime and forced marriage)
  • Why incidents of abuse go under-reported
  • Impact of abuse on victims:
    • Visible and invisible impact
    • Short, medium and long-term impacts of abuse
    • Cumulative effect of low-level abuse  
  • Link between abuse, depression, self-blame and behavioural changes
  • Link between abuse and the long-term effects on a victim's health, education and social standing
  • Potential effects of rape and other sexual offences on victims
  • Poly-victimisation
  • How perpetrators may exploit victims in order to prevent detection
  • Advice to prevent victimisation
  • Effects of personal attitudes, stereotyping views, values and bias on the investigation process
  • Strategies for dealing with the potential impact of such attitudes, stereotyping views, values or bias
  • Role of Multi-Agency Public Protection Arrangements
    (MAPPA) in managing offenders
  • Use of community intelligence to manage offenders
  • Serious and organised crime definitions e.g. Organised Crime Groups (OCGs)
  • Links between serious and organised crime and public protection issues e.g. sexual offences, modern slavery, prostitution, child abuse
  • Disruption and detection strategies
  • IPCC Report: The Use of Police Powers to Perpetrate Sexual Violence (2012)
  • Psychology of an offender’s use of position of authority to commit sexual offences
  • Media influences upon social perceptions of policing strategy
  • Effect of high-profile cases resulting in major investigations e.g. Operation Yew Tree
  • Link between media spotlighting and changes to police strategy
  • How communication skills can assist in supporting a person who may be vulnerable:
    • Building rapport with the vulnerable person
    • Reducing tension and conflict between people involved in an incident and the police
    • Applying an empathetic approach that allows a vulnerable person to be open about their experiences
    • Active listening and believing
    • Using appropriate language and behaviour
    • Engaging with children and young persons
  • Taking an open account from the person:
    • Applying the investigative mind-set
    • Using professional curiosity to build a comprehensive understanding of the situation and the history behind it
    • Investigating robustly in situations where a person may not be able to explain the situation due to communication difficulties or the impact of an abusive person (e.g. the existence of subtle coercive and controlling behaviour)
    • Using 'open' and specific 'closed' questions
  • Duty of police to take responsibility and effective action to make a person safe:
    • Immediate safeguarding considerations of individual and others potentially affected
    • Multi-agency referrals
  • Using professional judgement to identify and assess risks posed to the person:
    • Recognising when the police are not the most appropriate agency to deal with the situation
    • Using a ‘hard empathy’ approach when appropriate
    • Support agencies who might provide more appropriate assistance and how these agencies may be accessed
  • Safeguarding considerations for adults and how they differ from child safeguarding
  • Importance of dealing with a person without judgement, fairly and in a manner appropriate to their needs
  • Using the THRIVE definition to underpin approach to dealing with vulnerable people (Threat, Harm, Risk, Investigation, Vulnerable and Engagement)
  • Managing and reducing risks at the scene
  • Assessing the situation e.g. indicators of vulnerability, situational/environmental factors
  • Ensuring that safeguards are put into place to meet the individual's needs
  • Importance of ascertaining the full history of an incident
  • Consideration that previous incidents may have taken place that did not reach a criminal threshold or involve a police presence
  • Immediate actions/advice that can be given to an individual who is vulnerable to digital-facilitated crimes
  • Assessing resilience and capability of the person to deal with the situation without further assistance from the police or support agencies, or with support that augments their resilience and capability
  • Influences upon the vulnerable person's ability and willingness to receive support e.g. substance abuse/unwillingness/inability to leave a domestic abuse situation
  • Agencies that may already be involved with the vulnerable person and are providing support
  • Procedures for referral of a vulnerable person
  • Procedures associated with taking children into police protection, including advantages and risks of such a course of action
  • Consideration of when to intervene under the Mental Capacity Act
  • Agreeing an exit strategy, including how and when to follow up
  • Impact that dealing with vulnerability cases may have on professionals, including first responders
  • Strategies for recognising the effects of stress and developing personal resilience, including:
  • o    Regular welfare checks
  • o    Healthy coping strategies
  • o    Defining the positives  
  • o    Post-incident debriefs
  • o    Reflective learning
  • Support networks available to professionals, including first responders
  • Impact of developing inappropriate emotional attachments to, or relationships with, individuals who are, or may be vulnerable
  • Supporting the community through Early Help
  • Appropriate Early Help partners (where the expertise lies)
  • Early Help referral processes:
    • Local authority hubs
    • Prevent hubs
    • Early Help Directory
    • Prevent Case Management
  • Importance of recognising the signs of abuse, or other offence, especially when attending an unrelated incident
  • Identification of risk in a public protection situation
  • Initial assessment of the victim’s needs
  • Initial actions by first responder
  • Strategies for managing risk to victims and others
  • Powers to safeguard potential victims and move them to a place of safety
  • Options available for helping victims of domestic abuse
  • Use of protective orders e.g. Domestic Violence Protection
  • Notices (DVPN) and Domestic Violence Protection Orders (DVPO), Sexual Risk Orders, Sexual Harm Prevention Orders
    etc.
  • Providing support to victims and witnesses:
    • Code of Practice for Victims of Crime
  •  Procedures for responding to an incident of sudden childhood death
  • Documentation to be completed in respect of specific public protection incidents e.g. domestic abuse risk assessment
  • Importance of involving other agencies in instances when a public protection incident is being referred
  • Implementing a multi-agency approach
  • Agencies who may be able to offer support and the support they can provide
  • Importance of intervening positively in a person’s life to prevent future occurrences of missing episodes or public protection incidents
  • Partner agency involvement in reports of domestic abuse
  • The Multi-Agency Risk Assessment Conference
    (MARAC) referral process and Multi-Agency Public Protection Arrangements
    (MAPPA)
  • Multi-Agency Safeguarding Hubs
    (MASH)
  • Key contacts for more information, advice or support
  • Prevention strategies involving other agencies.

Module aims:

The aim of this module is to acquaint students with knowledge and understanding of the key issues and debates with regards to vulnerability and risk, multi-agency working in the context of protecting vulnerable children and adults who become or are at risk of being victims of crime. During this module key guidance and preventive models will be discussed which will lead to the recognition of what are the key issues that prevent effective multi-agency working and their impact on service delivery. The module will focus on all aspects of public protection in terms of how police manage criminal investigations and reduce the risks to the individual a key emphasis will be towards the prevention of risk towards the victim and how offenders are managed in terms of multi-agency working. In addition, the module will outline key processes in criminal justice, including risk assessment and the planning and delivery of interventions to tackle dangerous offending. Finally the student will critically review the term ‘safeguarding’ and how interventions can be put in place to reduce the risk to individuals and protect the public.

Module content:

  • Digital technology framework, including:
    • Internet
    • World Wide Web
    • Internet Protocol (IP)
    • Social media and common apps
    • Deep Web
  • Frequency of use of technology
  • Speed of change of technology
  • Variety of devices being used
  • How digital technology may be used to assist with:
    • Community engagement
    • Data retained in apps on devices e.g. locations
    • Gathering information, including further lines of enquiry (victims, suspects and witnesses)
    • Managing incidents
    • Enhancing a criminal investigation
  • Considerations associated with unlawful research/examination of a device, including not assuming a fake persona
  • Legislation and offences associated with digital-facilitated crimes, including:
    • Computer Misuse Act 1990
    • Wireless Telegraphy Act 2006
    • Mobile telephones (Re-programming) Act 2002
  • Common digital-facilitated crimes:
    • Hate crime
    • Sexting/revenge porn
    • Abuse, bullying or harassment online
    • Online fraud
    • Child grooming
  • Individuals who may be more vulnerable to digital-facilitated crimes
  • How digital-facilitated crimes may be reported to the police
  • Potential impact of digital-facilitated crimes on the individual and family, including online anti-social behaviour
  • How criminals engage in complex digital-related crimes:
    • Hacking
    • Malware
    • Denial of service
    • Data manipulation
  • Impact of complex digital-related crimes on individuals and businesses
  • Force policing strategy
  • Role of special constables in contributing to achievement of the strategy
  • Immediate actions that can be taken to reduce the risk of digital-facilitated crimes, including:
    • Password protection
    • Social media 'blocking' and 'un-friending'
    • Reviewing security settings
    • Reviewing privacy settings
    • Removal of personal data
  • Support agencies that can provide crime prevention advice for digital devices e.g. Get Safe Online
  • Powers available to a special constable
  • How to recognise that a digital-related crime has been committed
  • Good practice for protection of the crime scene from contamination by personal or professional digital devices
  • Risks posed by digital devices, when attending a crime scene:
    • Wi-Fi connectivity
    • Interference with crime scene technology e.g. routers
  • Actions that can be taken by a police constable at a crime scene involving digital devices/digital-facilitated crimes
  • Forensic considerations for crime scenes involving digital devices
  • Considerations regarding use of own personal devices when providing a response to an incident
  • When a case should be referred to specialist agencies (e.g. Action Fraud) or when to refer for a 'call for service'
  • Role of the investigator in dealing with cases of online fraud
  • Instances when specialist digital technology experts should be involved in order to protect the digital evidence trail
  • Good practice when working with victims of digital facilitated crimes:
    • Initial actions/advice
    • Specific actions when the victim is vulnerable
    • Targeted crime prevention advice
    • Other actions to support and advise the victim
  • Support networks available for victims of digital-facilitated crime and their families
  • Specialists who can provide support for victims and families of digital-facilitated crime:
    • Action Fraud
    • Other relevant agencies
  • Prevention advice to protect against further acts of digital facilitated crimes, including Get Safe Online
  • Legislation and policy governing search and seizure of devices
  • Types of devices that could be useful in a criminal investigation e.g. mobile phone, GPS devices
  • Indicators of digital device possession when searching premises, vehicles and persons
  • How to secure/safeguard a device to ensure evidence is not overwritten, corrupted or lost
  • Role of specialists and when they should be utilised to seize digital devices
  • How to use data from a device as evidence
  • Where data from a device fits, in the evidential chain
  • How to prepare digital evidence as part of a case file following an investigation
  • What digital evidential material can be provided by specialists
  • Considerations regarding disclosure of data under the Criminal Procedure and Investigations Act 1996, including third-party disclosure

Module aims:

This module aims to enable students to understand and identify legislative, ethical and professional considerations and demonstrate the application (through a case study) of the highly technical skills required when conducting digital crime investigation evaluating the relevant legislation, national policy and specialist support structures available to investigators and the support of vulnerable victims and witnesses. The student will also recognise and acknowledge community and business considerations when conducting digital crime investigations whilst keeping a balanced, professional and objective approach.

Module content:

  • Areas of self-evaluation and potential self-improvement:
    • Managing emotion and conflict                      
    • Problem solving and decision making
    • Team-working
    • Leadership
    • Working independently
    • Being self-directed/sufficient                                                    
  • Importance of reflective learning and practice
  • Models that can be used for self-evaluation
  • Benefits of team-working in a policing context
  • Barriers to creating an effective environment for teamworking
  • Examples of effective team-working within policing
  • Strategies to develop, maintain or improve relations within a team
  • Physical and psychological wellbeing
  • Potential causes of stress within policing:
    • Nature of the work e.g. traumatic/dangerous incidents            
    • 'Organisational culture' within policing and its potential consequences
    • Shift patterns
    • Pressures at work
    • Sudden change in role e.g. from non-police to a policebased role            
    • Maintaining a sense of self                                                    
  • Coping strategies that can be applied to foster resilience and minimise stress:
    • Building up support networks
    • Knowing when and where to get support, inside and outside the police service
    • Recognising unhealthy coping strategies
    • Effective post-incident de-briefing
    • Dealing with PTSD
    • Mindfulness interventions
    • Emotional awareness
    • Reflective practice
    • Welfare briefing and de-briefing
  • Strategies that can be applied to support others who show signs of stress
  • Areas of self-evaluation and potential self-improvement:
    • Managing emotion and conflict                      
    • Problem solving and decision making
    • Team-working
    • Leadership
    • Working independently
    • Being self-directed/sufficient                                                    

 

  • Importance of reflective learning and practice
  • Models that can be used for self-evaluation
  • Benefits of team-working in a policing context
  • Barriers to creating an effective environment for teamworking
  • Examples of effective team-working within policing
  • Strategies to develop, maintain or improve relations within a team
  • Physical and psychological wellbeing
  • Potential causes of stress within policing:
    • Nature of the work e.g. traumatic/dangerous incidents            
    • 'Organisational culture' within policing and its potential consequences
    • Shift patterns
    • Pressures at work
    • Sudden change in role e.g. from non-police to a policebased role            
    • Maintaining a sense of self                                                    
  • Coping strategies that can be applied to foster resilience and minimise stress:
    • Building up support networks
    • Knowing when and where to get support, inside and outside the police service
    • Recognising unhealthy coping strategies
    • Effective post-incident de-briefing
    • Dealing with PTSD
    • Mindfulness interventions
    • Emotional awareness
    • Reflective practice
    • Welfare briefing and de-briefing
  • Strategies that can be applied to support others who show signs of stress

Module aims:

The aims of the module is to enable students to understand key issues in relation the professional importance of self-evaluation, self-improvement and reflective practice, giving the student the opportunity to develop and apply subject specific skills and knowledge required for their individual progress In addition understanding general key concepts in relation management and leadership and within a policing environment.

Module content:

  • Methods of searching library and internet resources
  • Appropriate ICT and relevant university library resources
  • Relevant study materials
  • Critical reading, thinking and writing skills
  • Answering problem questions
  • Listening and note-taking skills
  • Appropriate referencing
  • Academic misconduct (e.g. plagiarism)
  • Academic writing
  • Effective reading
  • Research of relevant undergraduate literature
  • Critiquing literature
  • Developing critical analysis and argument
  • Communication and presentation skills
  • Basics of numeracy and statistical information-gathering
  • Learning styles
  • Critical thinking
  • Models of learning
  • Reflective practice
  • Critiquing research literature
  • Research ethics
  • Relationship between theories and methods
  • Evidence-based policing
  • Personal responsibility
  • Effective independent and confident self-directed learning
  • Working with others, including working in teams (action learning sets)
  • Academic writing
  • Critiquing literature
  • Developing critical analysis and argument
  • Working in teams
  • Communication and presentation skills
  • Create a sound research question, based on critical reading of appropriate literature and research
  • Develop a proposal for research to explore the nature, extent and causes of the issue/problem, including:
    • research aims and questions
    • consideration of different research designs
    • strength and weakness of different research methods
    • project management details (e.g. timescales, resources)
  • Referencing and bibliography styles
  • Analysis of quantitative and qualitative data
  • Numeracy and statistical information gathering
  • Writing a summary of the research project, including:
    • Background to the research
    • Previous literature
    • Research questions and methods
    • Evidence of critical analysis, argument and discussion
    • Conclusions and proposals arising from critical analysis

Module aims:

The aims of this module is to provide an opportunity for students to carry out an in-depth study of a topic or issue based in, or closely allied to Policing by independent study by introducing the student to the role of research in Policing and examine some of the main theories and methodologies used in social science and develop an understanding of the application of theory and methodology to research practice. The student will then develop their ability to understand and define clearly a problem or area for further study and develop the ability to extract relevant material from an in depth literature review using primary and secondary sources and to design and undertake an original investigation using acceptable research methodologies. Finally the student will critically analyse and interpret results, to present a coherent and critical account of the work developing time management skills and achieving a measure of independence.

BSc (Hons) Degree in Professional Policing

BSc Degree in Professional Policing at the University of Chester

Who you'll Learn from

Mike Parsons

Lecturer in Policing
Mike Parsons

How you'll Learn

Methods of learning and teaching are varied to facilitate application of theory to practice. Bespoke facilities dispersed across two sites include simulated road policing scenes, interviewing suites, a Hydra immersive learning suite, courtroom and custody suite. 

Assessment methods include essays, academic poster presentations, recorded interviews, oral tribunals, case studies, personal and group presentations, role-play activities and policy books. 

Entry Requirements

104 UCAS Points

UCAS Tariff

104 points

GCE A Level

Typical offer – CCC-BCC

BTEC

BTEC Extended Diploma: DMM

International Baccalaureate

26 points

Irish / Scottish Highers

Irish Highers - H3 H3 H3 H4 H4

Scottish Highers - BBBB

Access requirements

Access to HE Diploma, to include 45 credits at level 3, of which 30 must be at Merit or above

T Level

Pass (C or above on the core)

OCR Cambridge Technicals

OCR Extended Diploma: DMM

Extra Information

Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer.  We will also consider a combination of A Levels and BTECs/OCRs.

Students that have been out of education for a while or do not have experience or qualifications at Level 3 (equivalent to A-levels) will be considered on a case-by-case basis and consists of an interview with two members of the IoP to assess suitability to undertake the programme of study.

The Police Service seek to represent the community that is serves and as such the University welcomes applications from students from ethnic minority groups who are underrepresented within the police service.

 

72 UCAS Points

UCAS Tariff

72 points

GCE A Level

72 UCAS points from GCE A Levels to include grade D in at least one subject

BTEC

BTEC Extended Diploma: MMP

International Baccalaureate

24 points

Irish / Scottish Highers

Irish Highers -  H4 H4 H4 H4 H4

Scottish Highers - CCDD

Access requirements

Access to HE Diploma – Pass overall

T Level

Pass (D or E on the core)

OCR Cambridge Technicals

OCR Extended Diploma: MMP

Extra Information

Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer.   We will also consider a combination of A Levels and BTECs/OCRs.

If you are a mature student (21 or over) and have been out of education for a while or do not have experience or qualifications at Level 3 (equivalent to A Levels), then our Foundation Year courses will help you to develop the skills and knowledge you will need to succeed in your chosen degree.

Where you'll study Wheeler, Chester

Fees and Funding

£9,250 per year (2024/25)

Our full-time undergraduate tuition fees for Home students entering University in 2024/25 are £9,250 a year, or £1,540 per 20-credit module for part-time study.

The University may increase these fees at the start of each subsequent year of your course in line with inflation at that time, as measured by the Retail Price Index. These fee levels and increases are subject to any necessary government, and other regulatory, approvals.

Students from the UK, Isle of Man, Guernsey, Jersey and the Republic of Ireland are treated as Home students for tuition fee purposes.

Following the UK’s exit from the EU, students from countries in the European Economic Area and the EU starting in or after the 2021/22 academic year will pay International Tuition Fees.

Students who have been granted Settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans and Maintenance Loans.

Students who have been granted Pre-settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans.

Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees. 

If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills. 

Your Future Career

Job Prospects

Graduates of this course cover all the learning content of the College of Policing’s Professional Policing Degree, as well as additional inputs on specialist subjects such as Counter Terrorism and Digital Crime all taught by subject matter experts. In essence, you will get a grounded knowledge of the key aspects of policing. This degree prepares you, not only for the role of Police Constable but provides essential transferable for many other diverse roles within the Criminal Justice System for example the National Crime Agency and private industry such as insurance investigators and intelligence analysts etc. 

Careers service

The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.

Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.

We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs and postgraduate study.