Valid from: 2012 Faculty of Humanities and Social Sciences Oxford and Cherwell Valley College Thames Valley Police

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1 APPENDIX H Programme Specification Programme Specification Foundation Degree Policing Valid from: 2012 Faculty of Humanities and Social Sciences Oxford and Cherwell Valley College Thames Valley Police

2 SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final award: Programme title: Interim exit awards and award titles: Brookes course code: UCAS/UKPASS code: JACS code: Mode of delivery: Mode/s of study: Language of study: Relevant QAA subject benchmark statement/s: External accreditation/recognition: (applicable to programmes with professional body approval) Faculty managing the programme: Date of production (or most recent revision) of specification: Oxford Brookes University Oxford and Cherwell Valley College (OCVC), Oxpens Road, Oxford Foundation Degree (Arts) Policing Certificate of Higher Education in Policing CV14 N225 FdA/POL L435 Face-to-face Full-time English QAA Foundation Degree Qualification Benchmark The FdA Policing curriculum is mapped against the National Occupational Standards and includes the content of 10 units of the City & Guilds Award Diploma in Policing and the pre-join curriculum (NPIA). There is therefore national recognition for the FdA Policing qualification. Faculty of Humanities and Social Sciences May 2012 SECTION 2: OVERVIEW AND PROGRAMME AIMS 2.1 Rationale for and distinctiveness of the programme The Foundation Degree in Policing is designed to prepare students for a career in policing and to help to shape the future of the police force. The programme provides an opportunity to acquire the knowledge and understanding of what it means to police our communities and practice policing alongside regular police officers and police tutors. The programme covers the whole range of topics covered by regular police officers training while ensuring fields are covered in depth as well as breadth. Delivery, assessment and evaluation will be shared by all partners to this programme. In practice each student is allocated their own specific tutor from Thames Valley Police during the practice placement periods as well as supported by the college module leader. The practice placements provide opportunities for students to develop their competence from a level of being deemed fit for accompanied patrol to one where the student becomes fit for independent patrol.

3 Students on the programme will be attested as Special Constables prior to practice placement. Once attested students hold statutory powers of Special Constable and following the first practice placement are able to patrol in a voluntary capacity as a Special Constable. In addition to specific blocked practice placement, community placements for students are arranged in specific modules of the course so students experience a wide variety of community settings. Students will have agreed with TVP to undertake a minimum of 18 hours per month as Special Constables during the length of the course. However, students are encouraged to set up a pattern of around a shift per week (with exception of periods of preparing for assignments). The experience, personal and professional development a student acquires during the voluntary work as a Special Constable is captured and given academic credit through the Work Related Learning module. Students who successfully complete the FdA Policing will be eligible to apply for national regular police qualification. Credit is awarded for the FdA Policing which incorporates the content of the Diploma in Policing. As such, students who are successful on the FdA Policing and apply for regular police training are eligible for a shortened programme. The National Police Improvement Agency have stated that in the future the knowledge element of a new Police Initial Qualification (PIQ) (level 3) will replace the current Diploma and be the minimum standard required of a new police officer on successful completion of his/her initial training. The FdA Policing programme far exceeds the PIQ for both knowledge and skills. The programme is based on three important principles: equality and diversity, communication and professional practice. These principles and the identified competences of policing are shared with other professional groups such as nurses, social care professionals and paramedics. For this reason the progression routes for students on this programme have focussed on these professions. Students who do not wish to pursue a career in policing will be supported in transferring to other programmes such as the FdSc Health and Social Care. 2.2 Aim of the programme The aim of the programme is to ensure that students are competent individuals with proficient knowledge in the discipline and professional skills for a career in policing or a field that serves the interests of the community. The programme has three major strands running throughout the course which are identified in each of the modules. Equality and diversity: working within a multicultural community upholding people s rights, embracing diversity and promoting equality and preventing discrimination on grounds of race and diversity. Communication: using appropriate language and media, being good communicators in a wide range of contexts and situations, helping to build trust and confidence from members of the community. Professional skills: with critical awareness of self and others is able to consider a range of options in a variety of contexts and solve problems, offering support and while operating within a legislation framework carry out policing duties. SECTION 3: PROGRAMME LEARNING OUTCOMES Students on the programme will be able to: Knowledge, understanding and skills: 3.1 Academic literacy 3.2 Demonstrate an ability to work within the legal framework which the police operate in and apply knowledge of the law and operations appropriately

4 3.3 Apply knowledge of recognising and using evidence and procedures appropriately in order to carryout policing activities 3.4 Research literacy 3.5 Make critical use of appropriate studies and challenge the findings of reports as well as have an ability to present conflicting perspectives on issues and offer possible solutions 3.6 Analyse and propose solutions to common policing activities in the areas of investigation, intelligence, response and community policing supported by appropriate sources 3.7 Critical self-awareness and personal literacy 3.8 Critically evaluate current policies and procedures within which police operate in order to improve future practice 3.9 Digital and information literacy 3.10 Demonstrate an ability to access a wide range of appropriate source materials through relevant scholarly and professional databases, libraries, and other resources 3.11 Communicate effectively using a range of technologies, appropriate protocols and channels with a wide range of audiences 3.12 Global citizenship 3.13 Demonstrate an understanding of the impact of policing in a cultural context and the importance of working with and for the community, society and globally

5 SECTION 4: PROGRAMME STRUCTURE AND CURRICULUM 4.1 Programme structure and requirements: Code Module Credits Level Status 101 Developing Skills for Learning 10 4 Compulsory 102 Introduction to Operational Policing 20 4 Compulsory 103 Legal Framework 20 4 Compulsory 104 Equality & Diversity 10 4 Compulsory 105 Introduction to Response & Investigation 20 4 Compulsory 106 Practice Placement Compulsory 107 Policing in the Community 20 4 Compulsory 201 Critical Skills 20 5 Compulsory 202 Applied Investigations 20 5 Compulsory 203 Applied Operational Policing 20 5 Compulsory 204 Work Related Learning, personal and 20 5 Compulsory professional development 206 Practice Placement Compulsory 207 Criminal Justice and Social Context 20 5 Compulsory 4.2 Professional requirements There are no specific areas of the programme that are necessary for professional accreditation. However, the content of the modules comply with the Pre-Join curriculum areas which need to be covered prior to going to practice placement as specified by the NPIA.

6 SECTION 5: PROGRAMME DELIVERY 5.1 Teaching, Learning and Assessment The FdA Policing programme provides opportunities for students to achieve the learning outcomes using a range of different learning experiences. Students will be able to develop knowledge, skills and confidence in their capabilities throughout the two years. The practice placements which account for 20% of the course will introduce students to a new institution and offer valuable insight into the potential future employer and/or areas in which the student may develop an interest and wish to progress further. The team that deliver the programme are from OCVC, Oxford Brookes University and TVP. The programme has been developed in close collaboration with the three partners and the implementation and delivery involves the team working together for teaching, assessment and evaluation and feedback. At induction onto the course, and prior to placement, students will meet TVP colleagues who they will work alongside during practice. In addition, many of the planned workshops and seminars involve team-teaching and many will use role play, scenarios and opportunities to practice skills in a safe environment with peers. Students are supported in their learning attainment by police tutors (in practice placement) as well as college tutors and mentors. From the very onset of the course students will be given access to three virtual learning environments: OCVC, Brookes and TVP. The Induction period and information provided to students will give a clear outline about the IT facilities, how to access them, and using them to their full potential. The practice placement follows a normal shift pattern which can be on average a 9 to 10 hour shift. The shift periods will alter according to the TVP needs and it can be an evening or night shift. Where possible, shifts will be managed so as not to impact on the students well-being. Following the first practice placement the students will undertake a minimum of 18 hours per month as a volunteer as a Special Constable. Students will be encouraged to set up a regular pattern of about one shift per week. Working closely with TVP, the students on the FdA Policing will be allocated to shifts and work that exposes them to events and incidences that progress their learning and development. The module assessments have been designed to assist in the building of skills offering formative before summative assignments. There will be a schedule for each student that provides the opportunities to demonstrate their knowledge and skills. The module assignments prior to practice will require students to demonstrate a thorough grasp of the knowledge which is essential in order to practice safely and develop competence. The assessments including the Practice Placement and the Work Related Learning modules are designed to demonstrate attainment of the learning outcomes to level 5 of the FHEQ in line with the QAA Foundation Degree qualification benchmark. The table below gives an indication of how the teaching and learning experiences enable the students to meet the programme learning outcomes and develop the graduate attributes: Graduate Attribute Academic literacy Teaching and Learning methods Academic literacy is developed throughout the two year programme beginning with self-awareness of one s own learning styles, strengths and areas for development which begins with Module 101. This module focuses on developing the skill of learning to become self-sufficient in attaining personal and academic literacy. The modules in year one present students with access to the information they will require to practically undertake their role. This is particularly apparent in modules in operational policing and introduction to investigation and response. By year two students are guided to explore more widely and in greater depth to provide evidence for their practice. This is evident in the applied modules and followed through in the assessment of the practice placement work book and case studies.

7 Assessments use a case study approach so that students can demonstrate the application of theoretical concepts to the practice setting. Research literacy Following on from Module 101 where students are introduced to study and academic skills the critical skills module 201 begins to consolidate research skills. In the second year, in modules such as Applied Investigation, students are able to show the knowledge and skills required to undertake analytical research and the skills necessary to appraise evidence. The assessments focus on the demonstration of the application of evidence underpinning practice. Critical Self-awareness and Personal Literacy Digital and Information Literacy Critical self-awareness is developed as the first year progresses and students examine the concepts of critical skills in module 201, Critical Skills. The Work Related Learning module enables the student to reflect on the whole of the programme and their journey of development in relation to their competencies. In addition it enables them to consider their personal development helping to prepare for a career in policing and employment with TVP and beyond. An e-learning course introduces the students to the TVP IT system and the VLE. This VLE chiefly provides online resources to support the knowledge base of the programme modules. The OCVC VLE also supports with online resources and is the portal for submission of assignments. Access and engagement with online resources is required in several of the modules and digital information and literacy is assessed in some modules including 201, 105 and 106. Global Citizenship A main strand of the programme is a fundamental principle of upholding human rights, equality and diversity. The course begins with the ethics, standards and professional behaviour and practice of modern policing. This theme runs throughout the whole programme. Every module addresses the premise of fairness, advancing equality and embracing diversity. The community in policing module instils the notion of the police working in and with the community. The concept of global citizenship is explored and further developed as part of the practice placement modules. Assessment involves case studies which specifically demonstrate working within the wider community. Students are able to develop a greater awareness of the impact of their actions on the community and the independent study module acknowledges their contribution to voluntary work-based learning. 5.2 Assessment regulations The programme conforms to the Foundation Degree Regulations of Oxford Brookes University.

8 SECTION 6: ADMISSIONS 6.1 Entry criteria Each application will be considered on an individual basis following the University principle of widening access to those who might not have the traditional academic entry criteria to degree level awards. Normally the requirement would be: Either: a minimum of the equivalent of two years full-time relevant work experience and a current role in an appropriate workplace setting evidence of ability to study at academic level 4 evidence of support from their employer and recommendation; Or: a minimum of one A-level at grade C plus the equivalent of 5 GCSE passes at C grade or above normally including Mathematics and English Language - or an equivalent vocationally related qualification such as NVQ 3 (to Merit grade) in a subject relevant to policing In addition where applicable; IELTS normally minimum level 6.0 overall with a minimum of 6.0 in the reading and writing components. TOEFL minimum score of 550 paper-based or 213 computer-based or 80 internet-based Students must be able to undertake 18 hours per month volunteering as a Special Constable whilst undertaking the Foundation Degree. 6.2 CRB checks CRB checks are undertaken by Thames Valley Police during the recruitment process. Further vetting of the applicants is also undertaken by TVP. SECTION 7: STUDENT SUPPORT AND GUIDANCE There are a range of sources of help and advice for students on the FdA Policing, for example: Induction: the initial week at college includes going through the course handbook and programme structure with students including timetabling and venues. Students will undertake a student learning agreement and fully understand the requirements for successful completion of this course. During Induction students meet the course team, OCVC, Oxford Brookes staff and TVP. In addition to getting to know the venues at OCVC, their library and student support facilities, students will visit Oxford Brookes University including the library and the Sports Hall where teaching such as Safety Officer Training will take place. Student welfare will be discussed including health and safety and students will be made aware of facilities and services for student information, guidance, support and wellbeing. Students will receive a Programme Handbook and also an HE Student Handbook from OCVC Student support services include; Field Chairs, Academic Advisors, personal tutors and police tutors for placements Central support services Study skills development/support

9 Careers Centre SECTION 8: GRADUATE EMPLOYABILITY The Foundation Degree in Policing will equip Special Constables with the theoretical understanding and the practical expertise needed to undertake the role. The programme will assist students who intend to apply for the national regular police training and wish to make a career in policing in the preparation for that application. The assessment of the year two module in critical skills provides an opportunity for students to focus and present a topic in an area of interest which will assist their progression within the police force. Students who are successful on the FdA Policing and apply for regular police training are eligible for a shortened programme. The course will emphasise the importance of good neighbourhood policing and building strong relationships with members of the community. The programme includes modules which cover a wide range of services within the community and practice placements are arranged as part of the Community Policing module. These experiences and insights to other organisations advance the chances of students who may wish to work in the community in a role other than policing. The development of bridging modules is being explored for students who are successful in achieving a Certificate of Higher Education (level 4) and who wish to follow a career in other professions such as the caring professions. A bridging module will allow students to continue on to another Foundation Degree such as FdSc Health and Social Care. Successful completion of the FdA Policing can be credited towards a degree course in Social Care and/or nursing. After the two year course students may apply to top up the FdA to an honours degree. SECTION 9: LINKS WITH EMPLOYERS Students studying on the FdA Policing have a number of possibilities to link with employers, examples include: Working with Thames Valley Police in practice placements and during shift work as Special Constables Community placements arranged as part of the Policing in the Community module Visiting speakers from TVP, Metropolitan police and other police forces Shared practice scenarios with other Foundation Degree students from other disciplines accompanied by tutors from other professional fields such as social work and nursing. SECTION 10: QUALITY MANAGEMENT 10.1 Indicators of quality/methods for evaluating the quality of provision Methods for evaluating the quality of provision include: External Examiner The External Examiner for FdA Policing is an experienced lecturer in Policing at another University. The external examiner will approve draft assignments and examinations, moderate a sample of assessed student work, attend the examination committee for the FdA Policing and submit an annual report. Annual and Periodic review

10 The FdA Policing will undergo an annual review including all parties in the collaboration of this programme. The Foundation Degree in Policing Programme Committee will be responsible for all academic and administrative aspects of the teaching of the subject, the smooth running and monitoring of the course, and the instigation and organisation of any changes in course structure or teaching methods. The Committee will meet at least twice a semester to deal with matters of day to day running of the course. Special meetings will be called to consider the Annual Review each autumn, to conduct the Periodic Review every six years, or for other business of particular importance. Student surveys and feedback At the end of each module students will be asked for their feedback and provided with a questionnaire to comment on their experience of the module as well as the programme in its entirety. The reports and any issues students raise can be discussed by staff and student representatives at one of the Programme Committee meetings. Students are encouraged to complete any other student satisfaction surveys from Brookes and OCVC. Employer/other stakeholder engagement Currently both Oxford Brookes and OCVC are part of the TVP Higher Education Partnership Strategic Committee and a TVP Higher Education Partnership Steering Committee. The committees discuss issues of employer contribution, progression of students and employment opportunities from a strategic and operational perspective. Student Representation on the Programme Committee Membership of the Programme Committee will consist of all FdA Policing staff, the Student Support Coordinator, the Subject Librarian and student representatives from each year of students. Student representation on the Programme Committee is important, enabling student views to be voiced and allowing staff to canvas student opinion on proposals. A call for volunteers and nominations will take place early in the autumn term.

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