BTEC Nationals in Public Services (2010)

Delivery and Assessment Guidance

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Delivery and Assessment Guidance for the Public Services BTEC Nationals Suite

Contents

NEW

Updated guidance for the following units:

Unit 1: Government Policies and the Public Services 2

Unit 2: Leadership and Teamwork in the Public Services 5

Unit 3: Citizenship, Diversity and the Public Services 8

Unit 4: Understanding Discipline in the Uniformed Public Services 10

Unit 5: Physical Preparation, Health and Lifestyle for the Public Services 12

Unit 6: Fitness Testing and Training for the Uniformed Public Services 16

Unit 8: Understand the Impact of War, Conflict and Terrorism on Public Services 19

Unit 9: Outdoor and Adventurous Expeditions 21

Unit 10: Skills for Land-based Outdoor and Adventurous Activities and 24

Unit 11: Skills for Water-based Outdoor and Adventurous Activities 24

Unit 12: Crime and its Effects on Society 26

Unit 13: Command and Control in the Uniformed Public Services 31

Unit 14: Responding to Emergency Service Incidents 33

Unit 15: Planning and Management of Major Incidents 36

Unit 17: Police Powers in the Public Services 41

Appendix A: Guidance for Completing the Record of Activity 43

Appendix B: Record of Practical Activity 45

Appendix C: Glossary of Terms 46

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Unit 1

Government Policies and the Public Services

Delivery

Delivery of the unit content should be reflective of current practice and structure of government in the UK. Where the qualification is being delivered in Wales or Northern Ireland, it is appropriate to tailor the delivery to focus more on the structure of the devolved bodies. This said, it is important that learners are also given the opportunity to learn about all levels of government in the wider UK.

When delivering learning outcome 1, centres may also consider the new roles that have developed in the accountability of the public services, for example Police and Crime Commissioners. It is expected that learners also have the opportunity to learn about the role of the European Union, as set out in the unit specification, and it is assumed that this will continue until any formal exit from the union has been resolved.

Delivery of learning outcome 3 must be linked to current and recent issues that have been facing the government. The examples in the published specification are valid but not as relevant in the current climate. Examples such as demonstrations in relation to the withdrawal from the EU, demonstrations about austerity measures and public responses to things such as public sector pay caps would be appropriate examples of current issues. These can also be used to demonstrate the impact on public services. This is not an exhaustive list, and centres are expected to base delivery of the content around current affairs.

Assessment

To achieve a pass grade, learners must meet the six pass criteria in the Assessment and grading criteria section. To achieve a merit grade, learners must meet all the pass criteria and four merit criteria. To achieve a distinction grade, learners must meet all the pass criteria, all the merit criteria and all the distinction criteria.

To achieve P1, learners must outline the responsibilities of the various levels of government and elected bodies from local councils and national government to the European Parliament. This outline should include basic information in relation to the roles and responsibilities of each level of government and how they work together. As suggested in the unit delivery and assessment guidance, this may be supported by the inclusion of a diagram, but an image alone would not satisfy the criteria, some annotation and detail to the outline should also be included.

M1 is an extension of the task for P1, learners will need to explain the responsibilities that each level of government has in the UK. It is important that both learners and assessors are aware of the difference in level required to satisfy the merit criteria. This should not simply be additional information, but instead should be an explanation that demonstrates a depth of understanding. Please refer to the glossary of assessment terms later in this guidance document to establish the level required.

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To achieve D1, learners must evaluate the responsibilities of the different levels of government in the UK. To do so they will need to evaluate information provided for P1 and M1, to consider the responsibilities of the different levels of government and include comments which express their views to support the evaluation. Again, it is the depth of understanding that is being assessed, and learners should ensure that they provide a balanced evaluation that summarises their views based on researched argument.

For P2, learners must identify a minimum of two government departments and include a basic description of their responsibilities for specific public services. Examples include:

• Home Office: responsibility for Police Service and Fire and Rescue Service

• Ministry of Justice: responsibility for HM Prison Service and HM Courts and Tribunals service

• Ministry of Defence: responsibility for the Army, Royal Air Force and Royal Navy.

The information needs to include the name of the department, identification of the ministers currently responsible for it and a description of the department’s responsibilities for the selected public service(s).

When discussing the role of the government departments for P2, it is important that learners make reference to which government department holds the public services accountable, for example the Home Office will hold the police service and the Police and Crime Commissioners accountable for their spending and performance, using information provided by Her Majesty’s Inspectors of Constabularies (amongst other sources of information).

Evidence for P1, P2, M1 and D1 may be combined into one assessment. Learners could be asked to produce the evidence via a range of methods, for example:

• podcast

• multimedia presentation

• newspaper article

• leaflet

• written report.

P3 requires learners to produce evidence that explains the electoral process for one of the levels of government in the UK. Many centres may advise learners to look at the processes used in general elections. However, if delivery is taking place in, for example, Wales or Northern Ireland, it may be more appropriate to explain the election process used in elections to the local assembly. Assessors must ensure that information provided by the learners must be more than just the electoral system, but instead cover the complete process from the initial application to stand for election to the declaration of the vote, as well as the voting system that is used.

Evidence for M2 must include a comparison of the election process for the elected representatives for at least two levels of government. Learners are required to provide evidence which could support that produced for P2, showing evidence of independent thought when making the comparison comments. They must not present just a simple list of comparative points between the election processes for the different levels of government.

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Evidence for P3 and M2 may be combined into one task, where learners investigate the processes used in the most recent general election, and the most recent election to, for example, a local assembly or the Mayor of London. Learners may then discuss the similarities and differences, showing how the campaigning is the same, but the decision making is different. Learners may, as part of their comparison, show how the results may be different if, for example, a general election used a proportional representation system as used in the other election discussed, and vice versa.

To achieve P4, learners must describe the impact of two government policies on different public services. They must cover a minimum of two government policies, saying how each policy has impacted on at least two public services. For example, if they were to choose the decision to implement ID cards, they could then discuss the effect this has on the police and local authorities. Learners would then choose a further policy and apply this to two other services. M3 is an extension to this, and requires the learner to fully explain the impact on the public services. This will require them to show evidence of wider reading and an attempt to draw conclusions to their findings. Evidence for these criteria could come from learner-led seminars where they research the policies and the impacts they have on public services, and present this to a small group of their peers. Learners need to include information in their seminar which identifies how government policies can be influenced by different groups or social factors. Evidence for P5 can be combined with that of P4 as the learners can move on to discuss how society has been affected by proposed policies. They will need to present a valid and justified conclusion, which must cover both the positive and negative consequences, rather than simply their opinion.

Legislative processes used to create legislation should be assessed as part of P6 and M4, as they are integral part of how government policies are developed. To achieve P6, learners must demonstrate how government policies are developed. This may be achieved through participation in a simulation of the development process of government policies. Learners could formulate and research a policy, through the use of focus groups and questionnaires. The class could then debate each policy and vote on it in a simulation of the Houses of Parliament. Learners could make notes about each process and use the information to make clear and effective contributions to an observed discussion with a small group of their peers. In this way both the observation comments and the prepared notes can contribute to their assessment. The explanation must include reference to the general development processes such as the use of parliamentary committees and the legal processes if the policy is to be implemented.

To achieve M4, learners will be expected to analyse the development process, building on the notes prepared for activity P6. Using all the evidence gathered for P4, P5 and P6 and M3 and M4 learners must evaluate the impact on the public services and communities of the government policies already described, including their comments and views.

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Unit 2

Leadership and Teamwork in the Public Services

Delivery

Delivery of this unit should be a mixture of theoretical learning and practical application. It is recommended that the centre engage with local public services to support the delivery, and in many cases armed service teams, such as the Royal Navy Visibility team, may be willing to lead teamwork activities for learners to participate in.

In many centres, the delivery of the teamwork activities, led by the learners, can be incorporated into practical fitness lessons.

One effective approach to the delivery and assessment of P6 would be to have learners in groups of about 6, where one leads the remaining five, briefing and de briefing in relation to the team activity. As they each take a turn leading, then the other group members all participate, meaning that once the round of 6 is complete, each learner will have led one and participated in 5 activities.

Assessment

To achieve P1, learners must describe the eight different leadership styles listed in the unit content with reference to how they are used in public services. They should include in their description an example of a public services situation where each style may be used.

For P2, learners should identify the role of a team leader. It is not sufficient to simply list the different roles, learners should produce evidence that links the role to the qualities needed to fulfil that role.

To achieve M1, learners must expand on P1 and P2 to compare different leadership styles in the public services. They should point out the similarities and differences in the styles used, noting any impacts that these styles may have on the roles they perform.

To achieve D1, learners must evaluate the effectiveness of the leadership styles utilised in the sector, and draw conclusions about why this is the case.

Evidence for P1, P2, M1 and D1 can be combined into one task, where the learners are required to produce evidence demonstrating their knowledge of the leadership theories via a range of methods, for example:

• newspaper report

• multimedia presentation

• written report

• podcast.

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To gain P3, learners must demonstrate the skills needed to brief and debrief teams. It is suggested that this is assessed in a practical manner, and this may be linked to the criteria later in the unit, where learners are expected to participate in team activities, but it does not have to be done this way. Evidence for this criterion may be accompanied by a witness or observation record, but this would not be sufficient to award the criteria in isolation. There must be additional evidence in the form of audio/visual recording, photographic evidence supported by briefing notes, or just the briefing notes to show that the learner has undertaken the briefing.

The learner should produce evidence that expands on P3 to gain M2, demonstrating their own communication skills in briefing and debriefing the team. When awarding M2 the assessor, or another appropriate observer, should complete an observation sheet detailing evidence that was presented for this criterion, i.e. how and when effective communication skills were used, and ensuring that the correct procedures have been followed.

For P4, learners need to demonstrate their skills and qualities in leading a team in the practical implementation of a plan. Learners must demonstrate that they are leading the team to a specific plan to meet a specified aim. Learners should lead a team of no fewer than five people, ensuring that they are correctly briefed and debriefed. In many cases assessment for this criterion is linked to that of P6, where learners have to participate in team activities.

To achieve P6 learners should participate in at least five team activities. These should include a range of activities as suggested in the unit content for learning outcome 4. It is possible that the use of public service visiting teams may provide some evidence for this criterion, and the evidence may be supported through the use of a tutor validated observation record.

For M3, learners must show a higher level of skill than for P4, i.e. that of effective command and control techniques when leading the team. They should be able to lead the team to implement a plan showing a level of critical and creative thinking as a team leader.

Evidence for M4 can come from the activities undertaken for P6. To achieve this criterion, learners must appraise their performance in the five team activities, referring to the learning undertaken as part of this unit, for example they may make reference to the roles they played, linking this back to Belbin’s group roles.

For D2, learners must self-reflect and evaluate their effectiveness in leading a team. A key component is the learner’s ability to make realistic and achievable recommendations for their future development and improvement in providing team leadership and supervision.

When producing evidence for P5 the learners must describe the types of teams that operate within a selected public service. This evidence must cover a range of teams, but they must be appropriate for the public service selected, and not be driven by inclusion of all types of team listed in the unit content, e.g. if the selected public service does not have informal teams, then there is no need to include this in the evidence.

Learners need to produce evidence that explains the key stages in the development of an effective cohesive team for P7. Learners should refer to how team building and performance

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is conducted in the public services and relate how teams are developed to relevant theorists. The evidence for this could link to that produced for P5, with learners linking the types of team to theorists involved as identified in the unit content.

Evidence for M5 is an extension of P7, learners need to analyse the importance of team cohesion in effective team performance with reference to relevant theorists. They should provide examples to support their analysis from at least two uniformed public services, and they should also include how personal organisation and communication skills can contribute to developing a cohesive team.

This leads to the D3 criteria, where the learners are to evaluate others’ performance in the team. This will require them to review the information that they have gathered and draw conclusions about the contribution of others, supported by evidence. They should make recommendations for future teamwork activities based upon their review of the activities undertaken. The learner should highlight areas of personal improvement with regard to the communication skills and personal organisational skills demonstrated.

Learners could make reference to the learning arising from the completion of this unit, for example looking at the theories put forward by Tuckman and Belbin.

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Unit 3

Citizenship, Diversity and the Public Services

Delivery

When delivering learning outcome 1 centres should ensure that the delivery is relevant to the local community, but also look at the wider UK communities to ensure that the leaner has the full understanding of diversity across the UK.

Delivery of learning outcome 2 will require centres to deliver alternative legislation than those listed in the unit content. In relation to human rights, it is expected that the UNHDR, the Geneva Convention, the ECHR and the Human Rights Act 1998 are all covered. Centres should replace delivery of PACE 1984 with the Serious Organised Crime and Police Act 2005. Delivery of current UK and EU equal opportunities legislation as listed in the specification (Sex Discrimination Act 1975, Equal Pay Act 1970, Human Rights Act 1998, Race Relations (Amendment) Act 2000), should be replaced with teaching of The Equality Act 2010 which is the legislation currently in place. It is important that any further changes to legislation are reflected in both delivery and assessment. If the qualification is being delivered in, for example, Northern Ireland, these centres may wish to cover legislation that is relevant such as the Fair Employment & Treatment (NI) Order 1998.

Delivery of learning outcomes 3 and 4 should include current issues that are impacting on both citizenship and diversity. These will change year on year, and the examples listed in the specification should be seen as indicators, not a list of expected issues to be covered.

Assessment

Assessment of criteria P1, P2, P3, M1 and D1 could be linked together in one assessment. Evidence may take the form of an annotated poster, with accompanying factsheets. Evidence for P1 must explain a range of definitions and meanings as indicated in the unit content. Learners should also relate these meanings to public services. For P2, learners should provide a discussion, written or recorded verbal, which demonstrates their understanding of the key concepts of citizenship and diversity as shown in the unit content. To complete the display, for P3, supporting evidence could be included that assesses the benefits of good citizenship to the work of the public services, as well as to society.

To achieve M1 and D1, the supporting evidence (factsheets) that are added to the display must contain much more detail in order to show analysis and evaluation. These factsheets should consider how and why good citizenship is important to public services when dealing with issues of diversity and equality. Learners should also consider the advantages and disadvantages of good citizens and the implications of them not playing that role in relation to public services.

Centres may wish to group P4, P5, P6, M2, M3 and D2 into one assessment. Evidence for these criteria may be produced in a range of formats, including a multimedia presentation or a podcast where learners can produce the evidence verbally as well as in written form.

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To achieve P4, learners must describe key legislation that has been implemented to protect the rights of citizens within society. This should focus on the range of legal and humanitarian rights that are currently available and should also deal with a range of different areas. M2 requires learners to analyse how well the measures work to protect rights of citizens and why this is the case. Assessment could take the form of a case study analysis, where the centre provides a range of case studies to the learners, and they apply the research that they have conducted prior to the assessment.

To achieve P5, learners should consider the methods that the public services use to maintain a diverse workforce. For example, they may review the use of targeted recruitment days that some public services use as positive action to remove barriers from target groups. Learners should also consider how equality and diversity are promoted within the services in order to help retain recruits from diverse backgrounds.

When preparing evidence for P6, learners should ensure that they explain the duty to provide equality of service to all.

To achieve M3 and D2, learners need to consider how well the methods chosen by public services to promote equality and diversity work both in society and within the services. Why these methods work well (or not) will complete the analysis, while further comment in terms of the advantages and disadvantages, recommendations for change will be evaluative comment. Again here, evidence for these criteria may be produced in the application of knowledge to given case studies.

One further assessment could be used to gather evidence for P7, P8, P9, M4, M5 and D3. Evidence may be in the form of a written report, podcast or multimedia presentation.

It is important that learners select appropriate examples of current affairs. These should be no more than three years old. It would be expected that learners are able to source their own case studies to use for the assessment, however at pass level it may be appropriate for centres to provide case studies.

To achieve P7, learners should be given the opportunity to discuss a wide range of current affairs before choosing three to focus on for assessment. For each issue, learners need to discuss examples of media reports – in particular the ways that different media might report the same issue. This will enable learners to begin to gather evidence for P8 and then analyse the effects of media reporting for M4.

To achieve P9, learners must first consider examples of statutory and non-statutory services and the work that they do to support citizens who might be involved in issues raised by the current affairs that are under discussion. For M5, they need to justify why both types of public services are needed to deal with these issues. It is important that the learner is clear, through the set task that the evidence here must relate to the support provided in the case studies discussed, not just in the work undertaken by the statutory and non-statutory services in their day to day role.

To achieve D3, learners need to combine all their findings to evaluate the positive and negative aspects of the media reporting in terms of the influence that it has on citizens and on the support provided by public services.

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Unit 4

Understanding Discipline in the Uniformed Public Services

Delivery

The content in the unit for learning outcomes 1-3 is current, and centres are advised to support the delivery of these outcomes with current examples where discipline has played a role in the delivery of public services, for example when dealing with major incidents.

Examples of moral dilemmas are readily available on the internet, but centres should ensure that they research these and provide them to the learners, to ensure that they are appropriate and do not pose a discrimination or safeguarding risk.

Assessment

Example:

The Old Man in the Airport

You are in the airport, trying to catch a flight that is about to leave. As you run down the crowded corridor, an elderly man suddenly slips in front of you and falls to the ground with a cry. Do you stop to help, if you know you will miss your flight because of it?

When delivering learning outcome 4, it is expected that centres will deliver up to date information, for example, in place of information on HM Chief Inspector of Fire Services the centre would deliver information relating to the work of the Chief Fire and Rescue Adviser. Similarly, centres would be expected to cover the role of the Police and Crime Commissioner in this section.

Legislation listed under the heading Types of authority may be replaced by more up to date legislation. At time of writing those listed are:

Specification

Armed Forces Discipline Act 2000 Armed Forces Discipline Act 2006

Police and Criminal Evidence Act 1984 (Section IX)

As listed

Police Act 1997 (Section 50) 2001 amendment should be delivered

Fire and Rescue Services Act Fire and Rescue Services Act (2004)

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Assessment

Assessment for the unit could be split into a number of tasks. It is recommended that the criteria are grouped together to reduce the risk of over assessment.

One suggestion may be to group together the P1, M1, D1 and P2, M2, D2 criteria together into one assessment with two tasks.

The first task may be a report, presentation or case study where learners are required to evaluate the impact of discipline on a minimum of two public services, justifying the need and role of discipline. By structuring the task in this way, learners are encouraged to attempt the higher grading criteria, with evidence for P1 falling out of this in the form of an explanation. Learners would be expected to give reasons or support the need for, and the importance of discipline, justifying why it is that discipline plays an important role in the chosen public services to achieve M1. If there is no justification present, the assessor may consider awarding P1, if the learner has explained the need for and role of discipline within the uniformed public services. Evaluation of the impact of discipline, not simply the need and role, is required to award D1.

The second task should be practical in nature, with learners participating in relevant activities to demonstrate self-discipline. Suggestions such as drill manoeuvres, uniform maintenance and checks, presentation of self and simple aspects such as punctuality and attendance over time may be used as evidence for this. M2 links to P2 and allows the assessor to reward those with higher levels of self-discipline. The practical activity may be followed by a recorded verbal discussion where the learner is provided with the opportunity to evaluate their personal level of self-discipline linking this to entry to the uniformed public services. The assessment evidence for these tasks should be tracked through photographic, video and other records such as blogs or podcasts. These would support observation records and witness statements from tutors, peers and public service personnel.

The second assessment may combine the remaining criteria (P3, P4, P5, M3).

For P3, learners should outline the meaning of conformity and obedience and how they are represented in a minimum of two public services. Learners’ work should refer to the influences affecting conformity, obedience, fear and reward.

M3 requires learners to analyse why conformity and obedience are important to the public services, considering the consequences of not conforming and obeying orders with reference to research studies.

For P4, learners are required to participate in conformity simulations such as moral dilemmas or ethical questions. The aim of this section is to allow the learner to explore the parameters of conformity and obedience and consider the implications of blind obedience at a personal level as well as the public service they hope to join.

P5 requires learners to describe authority in a minimum of two public services, this should include the structure, the nature and different types of authority and the legislation which is in place to support decisions made by those in positions of authority.

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Unit 5

Physical Preparation, Health and Lifestyle for the Public Services

Delivery

Centres are advised that when delivering and assessing the unit they consider the number of guided learning hours that are allocated, and ensure that learners are given the opportunity to learn the indicative content, but not to reproduce all content in the assessment evidence.

When delivering learning outcome 1 content can be delivered showing current training methods, for example:

Muscular strength:

• principles when training for strength, e.g. repetitions and sets, rest periods between sets, low repetitions and high loads, order of exercises to prevent or maximise muscle fatigue, speed of exercises

• methods, e.g. pyramid sets, free weights, resistance machines.

Muscular endurance:

• principles when training for endurance, e.g. repetitions and sets, rest periods between sets, high repetitions and low loads, order of exercises

• methods, e.g. circuit training, fixed resistance machines, free weights, body weight.

Flexibility:

• maintenance, developmental, pre-activity

• types of flexibility – static, dynamic

• Proprioceptive Neuromuscular Facilitation (PNF) stretching.

Cardiovascular:

• training methods, e.g. continuous training (training at a steady pace at moderate intensity for a minimum period of 30 minutes), fartlek training (the intensity of training is varied by running at different speeds or over different terrains), interval training (a work period followed by a rest or recovery period), circuit training (different stations/exercises are used to develop aerobic endurance).

Speed:

• principles of speed training: training thresholds, percentage of maximum heart rate, recovery period between sets, e.g. hollow sprints, acceleration sprints, interval training

• resistance drills: hill runs, parachutes, sleds, bungee ropes.

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When delivering learning outcome 2 centres should provide input on the three major body systems. An indicator of the depth of knowledge required is:

Muscular-skeletal system:

• structure and function of muscular and skeletal systems

• skeletal system – structure, types of bones (long, short, flat, irregular), function

• muscular system – structure, types of muscle (cardiac, skeletal, smooth), function.

Cardiovascular system:

• structure of the heart – atria, ventricles, pulmonary artery, pulmonary vein, aorta, vena cava, bicuspid, tricuspid valve

• blood vessels

• function of the heart – blood flow, delivery of oxygen and nutrients.

Respiratory system:

• structure – pharynx, trachea, nose, mouth, ribs, intercostal muscles, lungs, diaphragm, bronchus, bronchiole, alveoli

• function – diffusion of oxygen and carbon dioxide.

Within learning outcome 3, learners should cover the main lifestyle factors. It is important that they are clear that this should cover both health and wellbeing. The content here should reflect current issues as well as the main lifestyle factors. For example:

Taking part in exercise/physical activity:

• physical – recommendations and guidelines, health benefits, psychological benefits

• reduces risk of chronic diseases, e.g. coronary heart (CHD), type 2 diabetes

• psychological – relieves stress, reduces depression, improves mood e.g. release of serotonin

• social – improves social skills, enhances self-esteem

• mental health.

Having a balanced diet:

• food groups – macro and micro nutrients, water and fibre

• benefits of a healthy diet – improved immune function, maintenance of body weight, reduces risk of chronic diseases (diabetes, osteoporosis, hypertension, high cholesterol)

• strategies for improving dietary intake – timing of meals, eating less/more of certain food groups, 5 a day, reducing salt intake, healthy alternatives.

Impact of negative lifestyle factors on physical and mental health:

• smoking – health risks associated with smoking, e.g. coronary heart disease (CHD), lung disease, bronchitis, infertility

• alcohol – health risks associated with excessive alcohol consumption, e.g. stroke, cirrhosis, hypertension, depression

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• sleep deprivation – problems associated with lack of sleep, e.g. depression, overeating

• stress – stress and post-traumatic stress disorder, health risks of excessive stress levels.

Learning outcome 4 is focused on providing advice on lifestyle improvement. This will require learners to understand how lifestyle improvement techniques can be used to promote a healthy lifestyle. This may include:

• strategies to increase physical activity, e.g. at home, at work, during leisure time, method of transport

• smoking cessation strategies, e.g. NHS smoking helpline, NHS smoking services, nicotine replacement therapy, Quit Kit support pack

• strategies to reduce alcohol consumption, e.g. counselling, self-help groups, alternative treatment

• stress management techniques, e.g. assertiveness training, goal setting, time management, physical activity, positive self-talk, relaxation, breathing techniques, meditation, yoga, alternative therapies, changes to work-life balance

• strategies to improve diet, e.g. Weightwatchers, group support session, healthy eating advice (dietician etc.).

Learning outcome 5 is intended to allow learners to apply their knowledge gained throughout the unit. Learners should use personal information and personal fitness testing data to design the training programme.

Assessment

For learning outcome 1, when delivering information about job-specific fitness test, centres are advised to check regularly with local recruitment teams to ensure current practice is being both delivered and assessed. Learners should be provided with opportunity to cover specific public service fitness tests, e.g. police service, fire and rescue service, Army, Royal Navy, prison service.

They should also cover job specific public service related fitness requirements, including the fitness tests, reasons for different tests and specific tests, e.g. the police service use multi-stage fitness tests.

Service requirements – service levels for specific public services, pass levels, e.g. army infantry requires 1.5 miles in 12.45 minutes, army combat require 1.5 miles in 13.15 (at time of writing).

Learners should then investigate the short-term and long-term effects of exercise on the body systems for learning outcome 2, including how the body systems interrelate and the effects of exercise on them.

Assessment for the unit may be based around a training programme for their own use, or for a peer/friend/family member. Within this unit there is no requirement for the programme to be undertaken.

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When designing the programme the learner must review the personal information, e.g. personal fitness goals, fitness test data, lifestyle, medical history, physical activity history, attitudes, motivation.

The will then move on to design a weekly training programme that includes:

• aims – details of what they would like to achieve

• objectives – how they intend to meet their aims, time-related

• personal fitness goals – specific, measurable, achievable/agreed, realistic, time-related, exciting

• resources required – facilities and equipment.

• application of the principles of training in the planning of the training programme:

• selection of appropriate methods of training to improve fitness in line with personal information, fitness testing data and identified requirements of targeted service:

• overload

• specificity

• progression

• individual differences

• variation

• reversibility

• frequency, intensity, time and type (FITT) principles

• appropriate activities, e.g. walking, cycling, hiking, swimming, jogging, gym (weight and cardiovascular exercises), British Military fitness

• schedule for fitness testing in order to monitor progress at key points of the programme.

Assessment for the unit may be split into three assessments:

Assessment 1 – P1, P2 M1, D1

Assessment 2 – P3, P4, P5, M2, M3, M4, D2

Assessment 3 – P6

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Unit 6

Fitness Testing and Training for the Uniformed Public Services

Delivery

Some of the learning within this unit is very similar to that delivered in unit 5. Within learning outcome 1, the sections Fitness tests, Job specific public service fitness, test results and reasons are repeated content, and therefore dual unit delivery is acceptable. However the entrance fitness requirements is specific to unit 6 and must be delivered covering current practice. This section requires more depth of coverage than the similar section in unit 5.

Within learning outcome 2, the components of fitness section is again repeated learning from unit 5 and may be dual delivered, however the methods of training section requires more depth of coverage. It is expected that learners cover the main training methods, but modern and innovative training methods can also be used in the delivery and assessment if they are not covered in the content.

Learning outcome 3 requires learners to plan a fitness training programme. This may be based upon the one developed in unit 5, learning outcome 5, or may be a different programme. It is important that learners cover all sections from the content, including risk assessment/health and safety considerations e.g. warm up, warm down, facilities, equipment, use of spotters.

Fitness training programme in preparation for a selected public service role:

• number and length of sessions

• time spent on different activities

• types of fitness training performed

• reasons for varying the programme, e.g. to prevent overload and boredom.

A major difference between units 5 and 6 is the requirement for the training programme to be undertaken, monitored and reviewed.

Learning outcome 4 requires the programme to be monitored, and it is important that evidence of monitoring is captured and authenticated by the tutor/assessor. As part of the review, learners should be encouraged to adapt the training programme if necessary, and it may be appropriate to consider the following:

Reason for changes from original programme:

• change in fitness levels

• change in public service type/role

• change in aims and objectives of fitness training programme.

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Appropriateness of current programme:

• current fitness levels

• desired fitness levels

• fitness level required for the public service role.

Adapting the existing training programme:

• aims and objectives

• identifying personal fitness goals and targets

• resources required

• length of training programme.

Adapting the principles of training:

• specificity

• progression

• overload

• reversibility

• variation

• FITT principles – frequency, intensity, time and type.

When reviewing and evaluating the programme learners should be encouraged to consider:

• evaluation of strengths and areas for improvement

• modifications and improvements to be made to the programme for future use.

• benefits of undertaking the programme to public service roles.

• comparison of current fitness levels against public service role requirements.

• compare own fitness against the requirements of different public services for specific roles

• impact on the body, adaptation to meet the physical demands of specific public service roles

• research and compare own fitness against health and fitness of others of the same age, e.g. via websites.

Assessment

Although much of the delivery for units 5 and 6 can be shared, assessment must focus on the requirements of each unit. It is possible that some assessment can be through shared tasks, for example, if a learner produces a description of the fitness assessments for each of the major components of fitness (P1 of unit 5), and develops this to compare the results of the tests based on a public service entrance test (P2 of Unit 6), this would satisfy both criteria.

Similarly a learner may develop a six week personal training programme which incorporates both fitness and health related activity and is based around personal results to achieve unit 5 P6 and unit 6 P4. However, it is important that the assessor and the learner recognise the

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fact that in this case, the programme must be for the learner and not for another party, as unit 6 P5 & 6 require the plan to be undertaken and reviewed by the learner.

To award the higher grading criteria the assessor should ensure that the learner has carried out their fitness training programme with confidence, demonstrating that that they can correctly undertake different types of training in their programme. Learners will justify any adaptations that were made while undertaking the programme, for example if sustaining an injury or if the training programme did not enable them to meet their fitness target.

Learners will carry out fitness tests to monitor their current fitness levels and to review their progress during the training programme, justifying any modifications and improvements to be made to their programme. Learners will evaluate the strengths and areas for improvement of the personal fitness training programme they have undertaken in relation to the demands of their chosen public service role. They will consider the impact of the training programme on their fitness level. Learners will make recommendations to maintain or improve the training programme to ensure their personal fitness level meets that of their chosen public service role.

Assessment for the unit may be split into two assessments:

Assessment 1 – P1,P2, P3, M1, M2, D1

Assessment 2 – P4, P5, P6 M3, D2.

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Unit 8

Understand the Impact of War, Conflict and Terrorism on Public Services

Delivery

Delivery of the unit should be based around both a historical context and an awareness of current issues. It is very important that learners are guided through the research of the unit, and advice and guidance is provided on safeguarding when researching some of the unit content. In particular, it may be beneficial for centres to develop resources that can be housed on their virtual learning environment that contain a balanced and appropriate range of information in relation to, for example, the terrorist organisations and the methods they use. It is vital that learners are advised not to simply undertake internet searches as this may expose them to extremist views, or harrowing images that can place the learner at risk.

Some examples of war and conflict that can be covered are:

• examples of conflict fuelled by nationalism, including First and Second World Wars, Vietnam War, Balkan conflicts, Northern Ireland troubles, Falklands, North and South Sudan

• examples of conflict fuelled by religion, including Israeli-Palestinian conflict, Sudanese civil war, Burma and India

• examples of conflict fuelled by ideology including the Cold War, Darfur conflict, ISIS/Daesh

• examples of conflict fuelled by land and resources, including Iraqi invasion of Kuwait 1991, Russian invasion of Crimea 2014

• examples of conflict fuelled by ethnicity, including Sudan, Kurdish-Turkish conflict, Rwandan genocide

• examples of conflict caused by two or more reasons including Arab Spring, Syrian conflict, Kurdish aspirations.

Examples of terrorist methods that can be delivered are:

• aircraft hijacking

• bioterrorism

• chemical weapons

• car bombing

• cyber attack

• kidnapping and hostage taking

• improvised explosive device (IED)

• lone wolf or suicide bomb

• mass shooting.

Counter methods are evolving, and it is expected that as new strategies are developed, these will be incorporated into the delivery of this unit. At the time of writing, the following would be appropriate methods:

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• UK strategy – CONTEST

• aim of CONTEST – to reduce the risk to the UK and its interests from terrorism so that people can live freely and with confidence

• limbs of CONTEST and the initiatives used to underpin the 4Ps of CONTEST:

• pursue – stop terrorist attacks through detection and investigation of possible threats

• prevent – stop people becoming terrorists or supporting terrorism

• protect – strengthen the protection against terrorist attacks led by the annual National Risk Assessment

• prepare – mitigate the impact of a terrorist attack through improved national resilience and developed interoperability.

• Role of GCHQ.

• National Cyber Security Centre (NCSC)

• Multinational agencies:

• Interpol

• Europol

• United Nations Counter Terrorism Implementation Task Force (CTITF)

Assessment

For P1 and P2, learners must show an understanding of the possible causes of wars and conflict and how they impact on UK public services. It is advised that the assessment is based around real case studies that are provided to the learner in order for any research to be managed.

For M1, learners must develop this further, analysing the impact of war and conflict on a specific public service.

Learners should base their analysis on a public service which has direct involvement with wars and conflicts on the international scene (so the likelihood is that one of the armed forces would be selected, although third sector organisations will also be involved, especially when dealing with the humanitarian aftermath of wars and conflicts).

For P3, learners must show they understand the methods used by terrorist organisations and how they operate in the UK. Again here, given case studies and produced research information may be a more advisable way to progress, to ensure that learners are safeguarded in their research, and are not accessing inappropriate information on the internet.

For P4 and M2, counter-terrorism measures used by both the UK and other international organisations should be discussed (and analysed for M2). Learners are expected to look at the tensions between upholding society’s rights to security and the rights of individuals who may be suspected of threatening that security, exploring issues from different perspectives.

For D1, it is suggested that learners develop the analysis of a specific organisation completed for M1 and evaluate the full impact of having to deal with war, conflict and terrorism for one UK public service.

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Unit 9

Outdoor and Adventurous Expeditions

Delivery

When delivering learning outcome 1 learners should be given the opportunity to investigate a range of different expeditions. This will then allow them to produce evidence that describes, the development and purposes of different expeditions. Learners should describe each type of expedition and the different factors that have influenced their development. To demonstrate understanding, descriptions must be clear and detailed, and written in learners’ own words. This evidence may be enhanced through comparing and contrasting the different expeditions in order to achieve M1. Learners should present the outcome of a detailed comparison into the different types of expedition and the factors associated with them, with consideration given to why they are important to the public services. Learners will use appropriate terminology and provide examples of expeditions to illustrate their points.

When planning the expeditions learners should consider the following:

Appropriateness:

• activity selection (trekking, climbing, mountaineering, canoeing, etc.)

• location (local, national, international, forest, mountain, coastal, river, etc.)

• age restrictions of any activities.

Purpose of the expedition (aims and objectives):

• relevance to the expedition and its chosen activities, location and age of participants.

Permissions:

• management, e.g. line manager/senior management at school/college or employer

• local authority (related to the school/college)

• parent/guardian

• participant

• landowner

• appropriate authorising body (where relevant), e.g. charity expeditions.

Logistics:

• group size and staff ratios

• transport

• group equipment (stoves, ropes, safety equipment)

• individual equipment (sleeping bags, boots).

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Accommodation:

• different types of accommodation (bunk houses, youth hostels, hammocks, tents)

• allocation for male/female

• staff/instructor proximity.

Food:

• nutrition and fluid requirements (dependent on the activity and expedition type and duration).

Personal equipment:

• types of rucksack

• sleeping systems

• clothing (base layer, warm clothing)

• waterproof protection

• footwear.

Group equipment:

• types of tent (base tent, mountain tent, cooking tent, lightweight tent,

• bivouac equipment)

• stoves, ropes, fuel.

Assessment

When undertaking the expeditions for learning outcome 3, it is possible that learners will complete those planned for learning outcome 2, although this is not essential, i.e. there is no requirement for one of the expeditions to be multi-day. The requirement is that the two expeditions are different, and the content in learning outcome 1 provides examples and suggestions in relation to this.

When undertaking the expeditions it is suggested that learners are given the opportunity to complete a training or practice expedition before attempting formally assessed expeditions. Learners will need to demonstrate skills and techniques that are appropriate to each expedition, for example:

Navigation skills and techniques:

• orientation of map

• map care and folding

• direction finding

• grid references

• scale and distance

• handrail features

• use of key

• compass skills

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• preparing and using route cards

• calculating time and distance.

Camp craft techniques:

• maintaining a dry tent

• waste disposal and recycling

• personal hygiene

• selecting campsites and finding shelter in an emergency.

Travelling skills:

• pacing

• energy conservation

• avoiding hazards.

Weather-related skills:

• understanding weather forecasts

• predicting changing conditions

• assessing conditions.

To achieve the higher grading criteria, learners are required to demonstrate advanced expedition skills and techniques, for example:

• calculating distance travelled through time

• route selection with emergency options (appropriate to the weather, other circumstances)

• camping comfortably in difficult weather

• identifying position by methods of relocation, navigation in poor visibility

• navigation with confidence and accuracy.

Learning outcome 4 requires learners to review the expeditions, completing an improvement plan and justifying any suggestions. Learners may gather information for the review from a range of sources such as feedback from teachers, instructors, observers and peers. Other considerations may be:

• personal strengths (planning and undertaking – skills and techniques)

• personal areas for improvement (both in general and in relation to preparation for a public service career)

• use of soft skills (communication, leadership, making)

• appropriateness of expedition (suitability of area, choice of expedition, matching of expedition to participants)

• health and safety issues.

When developing the improvement plan learners may wish to comment upon skills and qualities that require more practice. The improvement plan should include aims, targets, goals and milestones and SMART (specific, measurable, achievable, realistic, time-bound) targets. Learners may also consider potential obstacles to development and any resources (human, physical, financial) that may be required.

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Unit 10

Unit 11

Skills for Land-based Outdoor and Adventurous Activities and

Skills for Water-based Outdoor and Adventurous Activities

The unit content is very similar for these two units, and centres may wish to consider dual delivery of the units to reduce workload. However it is essential that the focus of each unit, water or land based activities, is clear through each activity, and also within any assessment.

Delivery

When delivering learning outcome 1, learners should be provided with the opportunity to investigate a range of outdoor and adventurous activities (OAAs) before selecting the four that they are going to describe for each unit. This may be through participation, case study analysis or independent research.

Assessment

Learning outcome 2 requires learners to undertake two risk assessments. However it would be good practice for learners to undertake formative activity in relation to identification and control of risk before being required to produce the summative evidence.

Learning outcome 3 requires participation in relevant OAAs for each unit. Learners are required to participate in a minimum of two for each discipline. These must be different activities. They will show how the experience gained enabled them to demonstrate, independently, the core skills and techniques of the OAA. They will show limited compliance with the activity requirements and safety considerations of the OAA. The differentiation across the grading criteria is based upon the level of skill and the amount of support the learner required. Evidence for this should be supported via photo/video evidence and witness or observation records.

At merit level learners should independently demonstrate accurate technical competence, as well as compliance with the safety regulations throughout, selecting and applying the appropriate core skills at the correct times and demonstrating the use of effective techniques. Evidence through identified assessment methods should highlight the use of appropriate skills, techniques and safety considerations.

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To achieve the distinction criterion, learners will demonstrate accurate technical competence, as well as appropriate compliance with the activity’s requirements and safety regulations. They will select, apply and adapt the appropriate skills at the correct times and demonstrate the use of effective techniques. The response should highlight the use of appropriate skills, techniques and safety considerations. The advanced skills required will depend upon the activities being undertaken, but there is no requirement for this to be a sport governing body qualification or similar. The assessor is expected to be the vocational expert that can differentiate between core skills and advanced skills.

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Unit 12

Crime and its Effects on Society

Delivery

Delivery of the unit content must refer to the most recent and up to date relevant legislation, and the most up to date Criminal Justice System in the UK. Where the qualification is being delivered in Wales or Northern Ireland, it is appropriate to tailor the delivery to focus more on their systems.

A local approach towards research into local policing strategies and crime statistics would be helpful for the learners to gain an understanding of the purpose of the Police and Crime Commissioner role.

It is very important that learners are guided through the research of the unit, and advice and guidance is provided on safeguarding when researching some of the content and topics of criminal case studies and media. In particular, it may be beneficial for centres to develop resources that can be housed on their virtual learning environment that contain a balanced and appropriate range of information in relation to, for example, the case studies that are used and the quality of media reporting methods they use. It is vital that learners are advised not to simply undertake internet searches as this may expose them to inappropriate detail or harrowing images that can place the learners at risk.

Delivery is enhanced where groups of learners take responsibility for researching specific aspects of unit content (as agreed with the tutor) and presenting their findings to other learners in the peer group using presentation slide shows, posters, leaflets, exhibitions, quizzes and other activity-based approaches.

Learners need to know about the legislation relating to crime and disorder, and so should be informed on the current legislation and government measures surrounding it. Learners do not need to know the legislation in great depth, but they should know the main implications of the legislation, particularly regarding partnership working to reduce crime and the fear of crime, and the sentences and orders available to the criminal courts. Learners should understand the difference between the general measures and those in place for youth offenders, and know about community policing as a result of the legislation.

Input from court personnel (such as a magistrate or legal adviser) and from members of local crime reduction partnerships and visits to both Magistrates’ Courts and Crown Courts will assist in developing learner understanding. Learners should be encouraged to research actual sentences given in a range of current high profile cases and compare these with the sentencing options available in the sentencing guidelines for the judiciary that can be found at https://www.sentencingcouncil.org.uk/

Involvement in a mock trial process could be arranged.

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Crime and disorder legislation: current criminal justice legislation covering crime and sentencing changes and any further amendments to legislation that may be made must be continued to be addressed.

Changes to dates are shown below:

The Anti-social Behaviour Act 2003 The Anti-social Behaviour, Crime and Policing Act 2014

Crime and Disorder Act 1998 As listed

Police Reform. Act 2002 Police and Crime Act 2017

Criminal Justice Act 2003 As listed

Sentences and Orders

There are four main types of sentences:

Prison sentence, or prison sentence plus release on licence in the community: being on licence means offenders have to obey certain rules; this could include wearing an electronic tag which restricts where they can go. If the rules are broken then offenders can be sent back to prison.

Community sentence: can be unpaid work e.g. removing graffiti. Offenders can be made to do between 40 and 300 hours of demanding work. This is to try to help people stay out of trouble through things like treatment for drug addiction.

Fine: this is the most common type of sentence and is often used for less severe offences. The cost of the fine is set by the court after considering the seriousness of the offence and how much money the offender has.

Discharge: used for less serious offences for which the experience of being taken to court is thought to be punishment enough. A discharge can come with a set of conditions that mean the offender must stay out of trouble and if they commit another crime, they can be sentenced for the first offence and a new one.

Other orders that can be made on sentencing include Victim Surcharge and Criminal Courts Charge.

The Valuing Victims 2017 campaign that introduces Restorative Justice should be investigated.

The role of public services e.g. police service, social services, probation service, local authorities, education services, third sector organisations; agencies bound by code of support service for victims of crimes; multi-agency cooperation and partnerships; support including advice, practical support, reducing the fear of crime, education.

Victim and witness support: code of practice for victims of crime; Witness Charter and support services including court information; victim and witness protection schemes; tackling repeat victimisation; third sector organisations including Victim Support, Age.uk, Samaritans, Rape Crisis.

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Learners need to understand the approaches and strategies in place that deal with the reduction of crime, disorder and antisocial behaviour. Learners should know about intelligence-led policing, how multi-agency partnerships are looking to build safer communities, and the strategy and initiatives in place to achieve this.

When looking at supporting victims of crime, learners should understand the wide range of ‘victims’ and look at vulnerable members of communities. The involvement of personnel from witness and victim support organisations will help to put this into context. Details of these organisations can be found at www.victimsupport.org.uk. NACRO also provides speakers and resources which can be accessed via www.nacro.org.uk.

Crime and disorder television programmes (both factual and fictitious) will provide a useful source of material for classroom discussion, but the programmes would be best chosen by the assessor. This unit should be practically based, encouraging personal research. Contact with crime reduction and crime and disorder partnerships is strongly advised. This can be done by arranging visits to or inviting visiting speakers from a variety of agencies, for example: local crime reduction/prevention officer, local authority (town/city centre managers, tackling disadvantage team, and crime and disorder team), victim support scheme and witness care e.g. Victim Support.

Impact of crime: the impact on individuals including offenders and their families, victims and witnesses; impact on communities and businesses; impact on public services, including the financial impact and the impact on the resources.

Strategy to reduce crime. For example:

• Modern Crime Prevention Strategy – targeting six key drivers of crime

• Opportunity – removing or designing out opportunities to offend, offline and online

• Character – intervening early with those exposed to factors that might lead to a high propensity to commit crime

• Effectiveness of the Criminal Justice System (CJS) – ensuring that the CJS acts as a powerful deterrent to would-be offenders

• Profit – making it harder for criminals, particularly organised criminals, to benefit financially from their crimes

• Drugs – publish a new drug strategy, which builds on the approach published in 2010 to restrict the supply of drugs and tackle the organised crime behind the drugs trade, prevent drug misuse in our communities, help people resist getting involved in drugs, and support people dependent on drugs through treatment and recovery

• Alcohol – making the night time economy safe so that people can consume alcohol safely without fear of becoming a victim of alcohol-related crime or disorder, enabling local economies to grow

• Intelligence-led policing: identification of crime trends; targeting of prolific and priority offenders; creating problem-solving policing initiatives

• Safer communities and multi-agency partnerships: strategies and initiatives (to reduce fear of crime, improve community safety, crime prevention, crime reduction) e.g. neighbourhood policing, Neighbourhood Watch, safer community initiatives, crime reduction and prevention initiatives; community action teams and groups, police community support officers (PCSO), community wardens, Street Angels, Crime and

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Disorder Reduction Partnerships (CDRPs) and Community Safety Partnership (CSPs); third sector organisations e.g. NACRO

• Criminal justice agencies: police, prisons, courts, Crown Prosecution Service (CPS), probation service, youth offending teams (police, probation, social services, education and health services).

Assessment

The research and the outcomes from the activities are the most likely sources of evidence for this unit. Assessment evidence can be in the form of assignments, research projects, or effective notes/reports. Where it is relevant, statistical data should be included to support learners’ findings. Learners could be asked to make presentations to the group to demonstrate their understanding of selected topics.

A number of assessment activities can be used to measure the achievement of the learning outcomes such as research projects, looking into current national and local crime trends, services offered to victims of crime and local crime reduction initiatives.

For P1, an outline of current legislation regarding crime and disorder is required. This should not be in-depth but should include information on the key function of the legislation. Learners should include the Anti-social Behaviour, Crime and Policing Act 2014, Crime and Disorder Act 1998, Police and Crime Act 2017, Criminal Justice Act 2003 (or their replacements and update of amendments).

M1 and D1 are extensions of this. For M1, learners should analyse the impact of two pieces of crime and disorder legislation on individuals (including offenders, victims and witnesses), communities and the relevant public services. For D1, learners need to evaluate the impact of a specific piece of crime and disorder legislation. They should look closely at the impact at all levels (individual, society, and organisational) and consider whether the legislation has the desired effect.

Tutors should agree with learners which crime and disorder legislation they will select for M1 and D1 to ensure the choices support the opportunity to undertake an effective evaluation. If possible, different learners should explore different pieces of legislation so that comparison and discussion can take place.

For P2, learners should state the main sentences and orders the courts can impose. Learners are not expected to cover this in great depth but need to show that they understand what the main sentences and orders are and which category of offenders they apply to. A simple approach to this may be to ask learners to design a poster for each category of offender (and offence) and summarise the orders and sentences available for that offender and offence.

For P3, learners should describe two theories of criminal behaviour and contributory factors relating to criminal behaviour. An in-depth knowledge of theories is not required at this level, rather demonstration of knowledge of two of the biological, sociological and psychological explanations for criminal behaviour and how factors such as negative family influences, lack of education, poverty and unemployment may impact on the behaviour of the offender and how society’s views of criminal behaviour have changed over time.

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For P4, learners are required to describe the effects of crime on communities and individuals. This should include the financial costs of crime such as providing criminal justice services and repairing damage; the cost on individuals and society dealing with the fear of crime (and implementing measures to mitigate that fear) and the potential impact on other public service provision if resources are diverted into dealing with crime. M2 is an extension of this and learners should demonstrate their knowledge by using real examples to illustrate their assignment.

For P5, learners need to identify different approaches used by public services to help reduce crime, disorder and antisocial behaviour. Detailed information is not required and it is recommended that learners give local examples.

M3 is an extension of P5 and requires learners to analyse how strategies work to reduce crime, disorder and antisocial behaviour. Again, learners should draw on local examples to support their response.

D2 brings together M2 and M3 and learners have to evaluate the effectiveness of a local initiative to tackle current crime trends. Ideally this should be based on the learner’s study of their own local community and the current initiatives for that community. At this level the learner would be expected to consider the positive and negative effects of any initiative and to draw their own conclusions as to the success of the initiative – do the benefits derived from the initiative justify the resources expended on it? A report could be used for assessment here.

For P6, learners must select a range of different third sector and public sector organisations and explain their role in supporting victims and witnesses of crime. This could be in the form of an information leaflet to be issued to fellow learners pointing them to real sources of support should they be a witness to or victim of a crime. The range of support identified in the response should include practical, emotional and financial support.

Guest speakers such as the local police service and a visit to a Magistrates and/or Crown court would be useful. Visits from third sector organisations such as Victim Support, Age.UK, The Blue Door, Rape Crisis, Women’s Aid, Shelter and other organisations that can support victims and witnesses of crime would also be useful.

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Unit 13

Command and Control in the Uniformed Public Services

Delivery

When delivering learning outcome 1, centres are advised to ensure that current rank structures are delivered, and that the roles and responsibilities associated with each are current at time of delivery. These may also vary dependent upon where the centre is located. For example, when delivering content relating to the police service, the centre should include reference to the position, role and responsibilities of the Police and Crime Commissioner.

It is vital that learners are advised to examine command and control in a range of services, emergency, armed and other, as indicated in other units in the specification. For example, police service for emergency, RAF for Armed and prison service for other. This will allow learners to develop their knowledge in preparation for assessment, which requires evidence to cover two contrasting services.

Learning outcome 2 requires learners to examine the skills and qualities of those in leadership roles.

Learning outcome 3 is intended to allow learners to investigate methods that can be used to exercise command and control, including ensuring that there are examples of how command and control is used in the public services. This information is assessed through criterion P4, and can be linked with the delivery and assessment of learning outcome 4.

Learning outcome 4 is a practical application of knowledge attained through the unit. Here learners should be provided with a range of opportunities to demonstrate the use of command and control. Opportunities should be provided to practice using command and control, linked to the unit content, before formal assessment takes place.

Assessment

When assessing learning outcome 1, learners must demonstrate their knowledge and evidence should cover two contrasting services, for example police service for emergency, RAF for Armed and prison service for other.

Learning outcome 2 can be assessed through the use of case studies to show effective, and poor examples of command and control within the public services. Likewise, for learning outcome 3 learners should be given case studies to investigate, and this will then prepare them for assessment of P3 and M2.

When assessing P5, M3 and D2, it is important that learners demonstrate the skills they have learned in practical situations with support. Scenarios should be as practical as possible in order to replicate real-life situations. These scenarios will depend on the public services concerned, but there are generic leadership-type activities which will also give

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learners the opportunity to develop and demonstrate the skills needed, for example a team working activity that requires a set of specific tasks to be completed, in which an element of command and control is involved.

M3 can be awarded where learners are able to demonstrate command and control, using relevant skills, for four different situations, without support. Learners must demonstrate an effective level of competence in the practical activities. This is an opportunity for learners to not only demonstrate their practical skills, but to show that they can achieve the outcomes of the activities effectively.

For D2, learners must evaluate their own performance and identify areas for personal development. In addition to the assessor feedback, it is important that feedback from the learner is adequately recorded.

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Unit 14

Responding to Emergency Service Incidents

Many centres deliver this unit in conjunction with unit 15, and areas of dual delivery will be highlighted following both sets of individual guidance.

Delivery

Learning outcome 1 requires learners to investigate the initial responses to incidents. Learners should be given access to a range of case studies covering emergency incidents to apply the official definition as set out under the Civil Contingencies Act 2004.

When delivering the incident grading section, centres should deliver information related to the National Call Handling Standards (Association of Chief Police Officers). Centres should also allow learners to consider factors affecting the categorising of emergency incidents such as:

• threat to life, ongoing

• threats/damage to property, ongoing

• emergency response justified

• response times/targets, factors affecting these.

Up to date information in relation to Integrated Emergency Management (IEM should also be considered within this outcome, including types of response, (emergency, priority, standard/scheduled, non-attendance).

When delivering learning outcome 2, up to date practice should be included in the delivery. It is expected that centres will deliver information in relation to the Joint Emergency Service Interoperability Programme (JESIP). When delivering information on initial actions of fist in attendance, centres may delivery the pneumonic CHALET as in the unit content, or the up to date METHANE (Major incident declared, Exact location, Type of incident, Hazards, Access, Number of casualties, Emergency services) can replace this. Centres should also deliver information in relation to category one and category two responders. Centres should also deliver information on five joint working principles:

• co-locate

• communicate

• co-ordinate

• jointly understand risk

• shared situational awareness.

In addition to this centres should also ensure that learners fully understand the joint decision model (also known and used in policing as the National Decision Model) and the five dimensions of the decision-making model:

• gather information and intelligence

• assess risks and develop a working strategy

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• consider powers, policies and procedures

• identify options and contingencies

• take action and review what happened.

When learners are investigating the practical work undertaken by the public services when responding to emergency incidents, they should be given opportunities to examine real case studies of recent incidents, showing the roles and responsibilities, and the actions of those in attendance. It is important that when this outcome is being assessed, learners fully understand the requirement for any incident used to be no more than three years old. This is to ensure that they have examined current practice.

Learning outcome 3 requires learners to gain knowledge in relation to scene preservation and evidence collection. It is not expected that learners will go into the finer details of evidence collection, but instead will develop a broad overview as indicated in the unit content. Current practice should be delivered where this has developed over time, and centres are advised to attempt to engage employers from the public services as guest speakers for this outcome.

When delivering learning outcome 4, learners should investigate the relevant, current health and safety legislation. At time of writing the Health and Safety at Work Act 1974 remains the umbrella legislation, and tutors are advised to check the Health and Safety Executive website (http://www.hse.gov.uk/legislation/) prior to starting to deliver to ensure that current information is provided to learners. Again here, the delivery and assessment of this outcome would be supported using current case studies.

Assessment

When looking at current working practices learners should be clear that Rescue is the priority of all services and should be a co-ordinated effort. The following should then be considered whilst examining the case studies:

• Balance between ensuring responder safety and carrying out emergency service activities e.g. Fire and Rescue Services observe the Firefighter Safety Maxim

• Police service – preservation of evidence at the scene as many emergency incidents are possible crime scenes, presenting evidence in court

• Crowd control – members of the public may try to get close to the scene due to curiosity, and may contaminate the scene: use and management of cordons hostility towards emergency services, e.g. people worse for drink/drugs, friends and relatives of those involved

• Search and rescue e.g. casualties from buildings, vehicles, machinery, extinguish fire, resolve chemical, biological, radiological, nuclear (CBRN) leaks: vulnerable missing persons, particularly in inclement weather specialist equipment carried by services or available at short notice for search and rescue for incidents such as road collisions, explosions, fire and water related incidents, collapsed buildings, mountain rescue situations

• Investigation: interview of witnesses taking of statements preserving of evidence for forensic examination

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• Police crime scene investigators: collecting forensic evidence, collecting photographic evidence

• Police accident investigation at serious, usually fatal or potentially fatal road collisions: reconstructions of events, points of impact, assessment of speeds

• Fire investigation officers: usually fatal fires, large fires, deliberate and suspicious or potentially dangerous fires or deliberately started fires

• Specialist rescue equipment: fire and rescue service, Royal National Lifeboat Institution (RNLI) recovery agents

• British Transport Police for fatal rail incidents

• Health and Safety Executive (HSE) investigate serious injuries or fatalities in the workplace

• Welfare units, e.g. Royal Voluntary Service (RVS), Salvation Army, Red Cross.

To demonstrate the practical aspects of this unit, role-play techniques could be incorporated into the assessment. Learners could be given a scenario which they should manage, such as a crime scene, a road traffic accident, or an incident involving numerous casualties. It may be advisable to seek assistance from the emergency services to gain a basic knowledge of the course of action to be taken in each set of circumstances.

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Unit 15

Planning and Management of Major Incidents

Delivery

Learning outcome 1 requires learners to investigate the effects of recent major incidents. These incidents should be no more than three years old. It is important that learners are directed appropriately in relation to this requirement as older incidents would not be valid for assessment. The reason this requirement is in place is to ensure that knowledge of current practice is being examined by learners. The examples of incidents in the specification are now outside of this requirement, and centres should provide learners with case studies of more up to date incidents such as:

• London and Manchester terrorist attacks (2017)

• Shoreham air show crash (2015)

• Manchester floods (2015)

Learners area also required to investigate international major incidents, and these should also be within the last five years. Examples could include:

• Hurricane Irma (2017)

• Bataclan attack, Paris (2015)

• Ebola outbreak (2014-2016)

Learning outcome 1 also requires learners to consider the impact and effects of incidents. Here learners should be given case studies to investigate, and centres could direct them to consider the following:

Short-term impact:

• local community

• those immediately involved, victims, witnesses

• access to services

• road closures

• financial impact on local council and services

• disease

• loss of power and utilities

• community coming together to show strength in face of adversity, to support those involved and show a united front.

• wider community

• fear of follow-up terrorist incidents

• incidents on major roads or motorway network may cause delays

• costs of closure of motorways.

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Long-term impact:

• local community

• house prices may fall

• insurance costs may increase

• local businesses may lose customers

• less investment in area due to vulnerability of area to major incidents such as flooding and terrorism.

• wider community

• public do not feel safe going into the area due to previous incidents, either for employment, leisure or residence

• this leads to reduced income to the area

• lack of confidence in the emergency services due to negative reporting in media and 24-hour news availability.

• Continuous news feeds on TV, radio, websites and social media:

• requires public service personnel to be skilled in managing news media

• keeps the incident in the public eye

• distressing images cause public anxiety/desensitizes individuals

• maintains pressure to provide continuous information towards investigation.

• Business continuity – the need for the public services and the business community to work together in all stages of the incident, from the initial planning through to the recovery phase.

Impact on emergency services and wider public services

• Short term:

• stretching of resources, taking personnel from normal duties to deal with major incidents

• contingency plans, including mutual aid from other areas to assist, especially specialist units

• costs involved for extended tours of duty/additional shifts.

• Long term:

• staff shortages due to illness such as post-traumatic stress disorder (PTSD)

• austerity cuts in funding may mean they are unable to meet their own public service objectives and government objectives.

When delivering learning outcome 2, centres who are delivering unit 14 may consider dual delivery. Much of the learning here is common to that in learning outcome 2, and centres must ensure that up to date practice is included in the delivery. It is expected that centres will deliver information in relation to the Joint Emergency Service Interoperability Programme (JESIP). Centres should also deliver information in relation to category one and category two responders. Centres should also deliver information on five joint working principles:

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• co-locate

• communicate

• co-ordinate

• jointly understand risk

• shared situational awareness.

In addition to this they should also ensure that learners fully understand the joint decision model (also known and used in policing as the National Decision Model) and the five dimensions of the decision-making model:

• gather information and intelligence

• assess risks and develop a working strategy

• consider powers, policies and procedures

• identify options and contingencies

• take action and review what happened.

Assessment

When learners are investigating the practical work undertaken by the public services when responding to emergency incidents, they should be given opportunities to examine real case studies of recent incidents, showing the roles and responsibilities, and the actions of those in attendance. It is important that when this outcome is being assessed, learners fully understand the requirement for any incident used to be no more than three years old. This is to ensure that they have examined current practice.

When looking at current working practices learners should be clear that Rescue is the priority of all services and should be a co-ordinated effort. The following should then be considered whilst examining the case studies:

• Balance between ensuring responder safety and carrying out emergency service activities e.g. Fire and Rescue Services observe the Firefighter Safety Maxim

• Police service – preservation of evidence at the scene as many emergency incidents are possible crime scenes, presenting evidence in court

• Crowd control – members of the public may try to get close to the scene due to curiosity, and may contaminate the scene: use and management of cordons hostility towards emergency services, e.g. people worse for drink/drugs, friends and relatives of those involved

• Search and rescue e.g. casualties from buildings, vehicles, machinery, extinguish fire, resolve chemical, biological, radiological, nuclear (CBRN) leaks: vulnerable missing persons, particularly in inclement weather specialist equipment carried by services or available at short notice for search and rescue for incidents such as road collisions, explosions, fire and water related incidents, collapsed buildings, mountain rescue situations

• Investigation: interview of witnesses taking of statements preserving of evidence for forensic examination

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• Police crime scene investigators: collecting forensic evidence, collecting photographic evidence

• Police accident investigation: at serious, usually fatal or potentially fatal road collisions: reconstructions of events, points of impact, assessment of speeds

• Fire investigation officers: usually fatal fires, large fires, deliberate and suspicious or potentially dangerous fires or deliberately started fires

• Specialist rescue equipment: fire and rescue service, Royal National Lifeboat Institution (RNLI) recovery agents

• British Transport Police for fatal rail incidents.

• Health and Safety Executive (HSE) investigate serious injuries or fatalities in the workplace

• Welfare units, e.g. Royal Voluntary Service (RVS), Salvation Army, Red Cross.

Delivery of this content should relate to the practical work undertaken when responding to major incidents. If dual delivery is undertaken, then learners must be given the opportunity to examine the practical work in both emergency and major incidents.

When delivering learning outcome 3, centres could provide learners with the opportunity to examine the different types of major incident plans that are used including:

• generic

• specific

• multi-agency

• single agency

Learners should then be given the opportunity to consider the main agencies involved in incident planning as indicated in the unit content, the main considerations of the plan including:

• identify the risk

• assessment

• hazard prevention/minimisation

• preparedness

• response

• service(s) required to respond to the incident

• recovery.

They should also consider how public services test the incident plans, for example:

• multi agency exercises such as Exercise Treblerope (2016)

• single-agency/organisation exercises.

Learning outcome 4 requires learners to participate in a table top exercise. This could be a fictional exercise that is based around a real incident, for example a train crash, a multi vehicle accident or a natural occurrence such as a flood or storm. It would be useful if learners were given some information, with additional detail being provided through interjections as the exercise takes place. The aim is that learners are able to apply the knowledge gained throughout the unit, and that the assessment is holistic in nature. The

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higher grading criteria (M5 and D2) require learners to analyse and evaluate the scenario. This should include how public services benefit from using table-top exercises to simulate emergency incidents, and use outcomes to improve plans for responding to emergency incidents, such as:

• small commitment in terms of time, cost and resources

• effective method for reviewing plans, procedures and policies

• good way to familiarise key personnel with their roles and responsibilities

• opportunity to build trust (team building)

• stimulates thought processes

• helps focus the team within a specific situation

• helps identify any issues, challenges and/or assumptions

• helps identify the resources necessary to overcome any issues, challenges and/or assumptions

• helps identify means of overcoming any identified issues, challenges and/or assumptions

• an opportunity for leaders to practice their crisis-management leadership skills.

Dual assessment of units 14 and 15

Unit 14 criteria P3, P4, M3 and D1 may be assessed in conjunction with unit 15 P4, P5, M1 and D1. However, if this is to take place, it is important that the focus of assessment covers both emergency incidents and major incidents, and that evidence produced by the learner covers the requirements of all criteria, e.g. the work of agencies at incidents including their legal duties (a requirement for unit 15 but not 14). Likewise, evidence for D1 for unit 15 requires analysis of interagency working when planning for major incidents, and unit 14 requiries an evaluation of interagency working when responding to emergency incidents.

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Unit 17

Police Powers in the Public Services

Delivery

When delivering learning outcome 1 learners should investigate the purpose of arrest, including:

• grounds for a legal arrest without a warrant under Section 24 of the Police and Criminal Evidence Act (PACE) 1984, as amended by Section 110 Serious Organised Crime and Police Act 2005:

• meaning of reasonable grounds under Code of Practice G

• when an arrest is deemed necessary, e.g. to protect vulnerable individuals

• procedures that must be followed, e.g. informing the suspect they are being arrested, giving the suspect the caution, using reasonable force, taking the suspect to the police station as soon as possible.

• other powers of arrest:

• arrest for breach of the peace under Section 26 of the Police and Criminal Evidence Act (PACE) 1984

• arrest with a warrant.

• the right to search on arrest.

Learning here would be supported through the use of case studies to demonstrate good practice, and also the implications of not following the regulations. Learners should also be give the opportunity to investigate the process of making complaints against the police, including:

• Independent Police Complaints Commission (IPCC):

• role of the IPCC

• procedure an individual will have to follow to make a complaint

• how the IPCC deals with complaints

• outcomes of IPCC investigations

• appealing against IPCC decisions

• Police and Crime Commissioner – role, powers

• HM Inspectorate of Constabulary – role in the complaints process, powers.

Learning outcome 2 is focused on the searching of people and premises. To facilitate this, centres may use case studies to allow learners to apply knowledge gained to the scenario, identifying where the powers can apply. At the time of writing, current powers include:

• general right to stop and search under Section 1 of the Police and Criminal Evidence Act 1984 (PACE) codes of practice:

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• Police and Criminal Evidence Act 1984 and Code of Practice A – a basic overview of what may be searched, the meaning of a public place, the object of the search, the meaning of reasonable suspicion

• brief overview of the other powers of stop and search and the difference between these and the general right, e.g. the right to stop and search in connection with violence under Section 60 Criminal Justice and Public Order Act 1994; stop and search for controlled drugs under the Misuse of Drugs Act 1971; stop and search under the Terrorism Act 2000

• safeguards on the rights of the individuals:

• what may be removed under each power of stop and search

• telling the individual the grounds of the search

• the object of the search

• identity of the officer and the station they are attached to

• the legal power that is being exercised

• entitlement to a copy of a search

• notifying the individual that they are detained for the purposes of the search.

• requirements for searching premises:

• search warrants

• requirements of a warrant

• when the police have the power to enter premises without a warrant

• when the police are allowed to seize goods.

Assessment

To achieve a pass learners must demonstrate their understanding of the powers of the police by explaining in detail what powers the police have in relation to stop and search, arrest, detaining an individual, conducting searches and taking samples. This must be supported with reference to relevant Acts of Parliament and case law (where relevant).

Learners who state what safeguards exist against the abuse of police powers, such as the requirement that all interviews be recorded, and to determine the legality of the exercise of the powers in the given situations may achieve a Merit. Again learners must support their discussion, and must refer accurately to Acts of Parliament and any relevant case law.

For distinction standard, learners will give detailed evidence of individual research, application, analysis and evaluation of the powers of the police to arrest and detain individuals and search individuals and their property. Learners will need to consider why police have these powers and how society regulates the use of these powers.

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Appendix A:

Guidance for Completing the Record of Activity

Please note:

Records of activity are a source of evidence and do not confer an assessment decision unless otherwise stipulated in the specification.

Observation record

An observation record is used to provide a formal record of an assessor’s observation of individual learner performance (e.g. during presentations, practical activities) against the targeted assessment criteria.

The record should be used to enhance and support learner-generated evidence and should not be used in place of this.

If completing the record for a group of learners, comments need to be individualised for each learner and not generic across the whole group.

Observation records must:

• be used to support learner-generated evidence. This may take the form of visual aids, recorded footage e.g. video/audio tapes, CDs, photographs, handouts, preparation notes, cue cards, diary record or logbook and/or peer assessments records, etc. (where required by the specification/assessment guidance of a unit).

• be completed by the assessor who must have direct knowledge of the specification

• record the assessor’s comments

• be included in the learner’s portfolio, along with the relevant evidence, when submitted for assessment.

The record will:

• relate directly to the evidence requirements in the unit specification

• provide evidence of performance to support subsequent assessment decisions

• be sufficiently detailed to enable others to make a judgement about the quality and sufficiency of the performance.

Witness Statement

A witness statement is used by somebody other than the assessor to provide a written record of individual learner performance against targeted assessment criteria. This may be an assessor of a different qualification or unit, a work placement supervisor, a technician, learning resources manager or anyone else who has witnessed the performance of the learner against given assessment criteria. It can be someone who does not have direct knowledge of the qualification, unit or evidence requirements as a whole, but who is able to make a professional judgement about the performance of the learner in the given situation.

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The quality of witness statement is greatly improved, and enables the assessor to judge the standard and validity of performance against the assessment criteria, if:

• the witness is provided with clear guidance on the desirable characteristics required for successful performance

• the evidence requirements are present on the witness testimony (this may need further clarification for a non-assessor)

• the learner or witness also provides a statement of the context within which the evidence is set.

• all witness testimonies should be signed and dated by the witness.

Centres should note that witness testimonies can form a vital part of the evidence for a unit but they should not form the main or majority assessment of the unit.

The assessor must:

• consider all the information in the witness statement

• note the relevant professional skills of the witness to make a judgement of performance

• review supporting evidence when making an assessment decision

• review the statement with the learner to enable a greater degree of confidence in the evidence

• be convinced that the evidence presented by the witness statement is valid, sufficient and authentic.

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Appendix B:

Record of Practical Activity

This document can also be downloaded from our website:

*Observation Record / *Witness Statement*please delete as applicable

Learner name:

Qualification:

Unit number & title:

Name of *Observer / *Witness:*please delete as applicable

Date of Activity:

Assessment criteria targeted :

Description of activity undertaken:• (what the learner did)• the evidence provided/questions asked and answers given:

Please state evidence this record is in support of:

I confirm this is an accurate record of the activity undertaken

Learner signature: Date:

*Assessor/*Witness signature: *please delete as applicable

Role: Date:

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Appendix C:

Glossary of Terms

Term Definition

Analyse The learner presents the outcome of methodical and detailed examination either:

• breaking down a theme, topic or situation in order to interpret and study the interrelationships between the parts and/or

• of information or data to interpret and study key trends and interrelationships.

Analysis can be through performance, practice, written or, less commonly, verbal presentation.

Assess The learner presents a careful consideration of varied factors or events that apply to a specific situation or , to identify those which are the most important or relevant and arrive at a conclusion.

The learner is able to convey ideas or information to others.

Compare The learner can identify the main factors relating to 2 or more items/situations or aspects of a subject that is extended to explain the similarities, differences, advantages and disadvantages.

This is used to show depth of knowledge through selection and isolation of characteristics.

Define The learner work, or activity states or describes the nature, scope or meaning of a subject as objective facts.

Demonstrate The learner work, or activity evidences the ability to carry out and apply knowledge, understanding and/or skills in a practical situation.

Describe The learner work gives a clear, objective account in their own words showing recall and, in some cases application, of the relevant features and information about a subject.

Use of this verb normally requires breadth of content coverage.

Evidence will normally be written but could be through presentation or less frequently performance or practice.

Discuss The learner considers different aspects of:

• a theme or topic;

• how they interrelate; and

• the extent to which they are important.

A conclusion is not required.

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Term Definition

Examine Knowledge with application where the learner is expected to select and apply to less familiar contexts.

Explore Skills and/or knowledge involving practical testing or trialling.

Evaluate The learner work draws on varied information, themes or concepts to consider aspects such as:

• strengths or weaknesses

• advantages or disadvantages;

• alternative actions

• relevance or significance.

The learner inquiry should lead to a supported judgement showing relationship to its context. This will often be in a conclusion.

Evidence will often be written but could be through presentation, performance or practice.

Explain The learner work shows clear details and gives reasons and/or evidence to support an opinion, view or argument. It could show how conclusions are drawn (arrived at). The learner is able to show that they comprehend the origins, functions and objectives of a subject, and its suitability for purpose.

Give The learner can provide:

• examples;

• justifications; and/or

• reasons to a context.

Identify The learner indicates the main features or purpose of something by recognising it and/or being able to discern and understand facts or qualities.

Illustrate The learner includes examples, images or diagrams or to show what is meant within a specific context.

Interpret The learner is able to state the meaning, purpose or qualities of something through the use of images, words or other expressions.

Investigate Knowledge based on personal research and development.

Justify The learner is able to give reasons or evidence to:

• support an opinion; or

• prove something right or reasonable.

List The learner provides information as an item by item record of names or things.

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Term Definition

Manage The learner can engage with and influence an activity or process.

Outline The learner work, performance or practice provides a summary or overview or a brief description of something.

Plan The learner creates a way of doing a task or series of tasks to achieve specific requirements or objectives showing progress from start to finish.

Report The learner can adhere to protocols, codes and conventions where matters, findings or judgements are set down in an objective way.

Research The learner proactively seeks information and can identify the means and resources to do so.

Information should be recorded reviewed and used to inform the:

• the progress of work;

• performance; or

• practice.

Review The learner is able to make a formal assessment of work produced.

The assessment allows the learner to:

• appraise existing information or prior events; and

• reconsider information with the intention of making changes, if necessary.

Select The learner chooses the best or most suitable option whether this is of materials, techniques, equipment or processes. The options and choices should be based on specific criteria.

Show The learner work, performance or practice presents evidence using knowledge, understanding and skills.

State The learner is able to express the condition of, or facts about something definitely or clearly.

Summarise The learner can gathers together all of the main aspects of a given situation or experience in a condensed format.

Understand For defined knowledge in familiar contexts.