policing - onefile · 2018. 7. 3. · the ocr level 3 certificate in policing (police community...

QCF

Policing Level 3 Certificate in Policing (PCSO)

Level 3 Diploma in Policing

Level 4 Certificate in Police First Line Management

Level 5 Certificate in Police Management

Scheme codes 02947, 03358, 04689, 04690

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OCR Level 3 Certificate in Policing (PCSO) , Level 3 Diploma in Policing, Level 4 Certificate in Police First Line Management and Level 5 Certificate in Police Management

Contents

Contents

1 Introduction 4 1.1 The OCR Policing suite of qualifications 4 1.2 Administration arrangements for these qualifications 4 1.3 What is the Qualifications and Credit Framework (QCF)? 5 1.4 If centre staff have queries 5 1.5 Documentation updates 5

2 General information 6 2.1 Qualification profiles 6 2.2 Target market 10 2.3 Qualification aims 10 2.4 Entry requirements 11 2.5 Unique Learner Number (ULN) 11 2.6 Progression opportunities 11 2.7 Supporting OCR candidates 12 2.8 Wider issues 12 2.9 Guided learning hours 13 2.10 Funding 13 2.11 Mode of delivery 13 2.12 Resources 13 2.13 Delivery in Wales and Northern Ireland 14 2.14 Access arrangements and special consideration 14 2.15 Results enquiries and appeals 14 2.16 Centre malpractice guidance 15

3 Assessment 16 3.1 Initial assessment of candidates 16 3.2 Assessment planning 16 3.3 Making assessment decisions 16 3.4 Methods of assessment 17 3.5 Examining the evidence 18 3.6 Observation 18 3.7 Questioning 19 3.8 Professional discussion 19 3.9 Qualification Witness testimonies 19 3.10 Personal statements 20 3.11 Performance evidence 20 3.12 Where evidence comes from 20 3.13 Real work 21 3.14 Simulation 21 3.15 Medium that can be used 21 3.16 Amount of evidence needed 21 3.17 Cumulative assessment record (CAR) 21 3.18 Verification – how it works 22

4 Assessor and Internal Verifier Requirements 24 4.1 Assessment Centre Requirements 24 4.2 Assessors 24 4.3 Internal verifiers 25

5 Certification 26 5.1 Claiming certificates 26 5.2 Replacement certificates 26

2 OCR Level 3 Certificate in Policing (PCSO) , Level 3 Diploma in Policing, Level 4 Certificate in Police First Line Management and Level 5 Certificate in Police Management

Contents


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6 Qualification structure and units 27 6.1 Qualification structure 27 6.2 Unit format 31 6.3 Units 33

7 Administration arrangements 34 7.1 Overview of full process 34

8 Supporting Documentation 35 8.1 OCR assessment material 35

9 Guidance For Candidates 36 9.1 What are the OCR qualifications in Policing? 36 9.2 What do I have to do to achieve these qualifications? 37 9.3 What if I cannot gain enough credits for a full qualification? 39 9.4 How do I know that these qualifications are right for me? 40 9.5 How are the units assessed? 40 9.6 Do I need to pass all of the units? 40 9.7 How do I keep track of my achievements? 40 9.8 Can my work for these qualifications prepare me for my Functional Skills? 40

10 Mapping and Signposting 41 10.1 National Occupational Standards (NOS) Mapping 41 10.2 Functional skills signposting 41

11 Further Support and Information 42 11.1 Enquiries 42 11.2 Results enquiries 42 11.3 Customer feedback 42 11.4 OCR Training Events 43 11.5 OCR Publications 43 11.6 Documents related to these qualifications 43

12 Glossary 44

Introduction

1 Introduction

This centre handbook provides information for centre staff involved in the planning, delivery and assessment of the following qualifications which have been accredited onto the Qualifications and Credit Framework (QCF).

OCR Level 3 Certificate in Policing (Police Community Support Officers)

The OCR scheme code for this qualification is 03358

OCR Level 3 Diploma in Policing


OCR Level 4 Certificate in Police First Line Management


OCR Level 5 Certificate in Police Management


It is important that centre staff involved in the delivery of the above qualifications understand the requirements laid down in this handbook. Centres should therefore ensure that all staff involved in the delivery of these qualifications have access to this document.

1.1 The OCR Policing suite of qualifications

The OCR Policing suite of qualifications provides candidates with high quality, nationally recognised qualifications. They are vocationally-related, credit-based qualifications that provide valuable opportunities for individuals to develop skills, gain underpinning knowledge and understanding and demonstrate competence in the workplace. They support achievement of Key Skills/Functional Skills/Essential Skills and relate to national occupational standards (NOS).

The awarding body for these qualifications is Oxford Cambridge and RSA Examinations (OCR) and the regulatory body is the Office of Qualifications and Examinations Regulation (Ofqual).

These qualifications have been accredited onto the Qualifications and Credit Framework (QCF). They are endorsed by Skills for Justice, the sector body for Policing.

1.2 Administration arrangements for these qualifications

A separate publication, the Admin guide: Vocational Qualifications (A850), provides details of the administration arrangements for these qualifications. The Admin Guide is available to download from our website: www.ocr.org.uk.


http://www.ocr.org.uk/

Introduction


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1.3 What is the Qualifications and Credit Framework (QCF)?

The QCF is a unit and credit-based regulatory framework which replaces the National Qualifications Framework (NQF). It is a way of recognising skills and qualifications by awarding credit for qualifications and units achieved.

1.4 If centre staff have queries

This Centre Handbook and the Admin Guide contain all the information needed to deliver and administer these qualifications. If centre staff have any queries about these qualifications that are not answered in these publications, they should refer to the section Further support and information for details of who to contact. Support is also available on the OCR webpages for these qualifications.

Centre staff will find membership of the OCR e-community for Policing useful for sharing good practice during discussions with others working on these qualifications. To access the OCR e-community for Policing follow the links to other OCR websites from the main OCR website page www.ocr.org.uk.

1.5 Documentation updates

The information provided in this handbook was correct at the time of production. Occasionally OCR may update this information. Please refer to the qualification webpages at www.ocr.org.uk for details regarding updates to these qualifications. The latest version of this handbook is available to download from the OCR website.



General Information

2 General information

2.1 Qualification profiles

Title OCR Level 3 Certificate in Policing (Police Community Support Officers)

OCR code 03358

Level This qualification has been accredited on to the Qualifications and Credit Framework (QCF) at Level 3

QAN 500/9315/0 (Qualification Accreditation Number)

Pre-16 16-18 18+ 19+ Age group approved

This qualification is suitable for

The OCR Level 3 Certificate in Policing (Police Community Support Officers) has been designed to cover the core duties of the Police Community Support Officer. It is expected that the new Police Community Support Officer will have the opportunity to start working towards this qualification when they commence training. It covers the basic duties of a PCSO but more experienced officers may also find it useful as a focus for development activity and the opportunity to demonstrate personal competence in basic duties.

Entry requirements There are no formal entry requirements for this qualification

Qualification structure To achieve this qualification, candidates must complete a total of 18 credits from 6 mandatory units

Assessment and grading

This qualification is competence-based. This means that it is linked to a person’s ability to competently perform a range of tasks connected with their work.

Funding This qualification has been accredited onto the QCF. For information on qualifications approved by the Secretary of State see the DCSF and DIUS websites:

http://www.dcsf.gov.uk/section96/ http://skillsfundingagency.bis.gov.uk/

Performance figures For information on this qualification’s contribution to performance measurement please see the National Database of Accredited Qualifications (NDAQ): http://www.accreditedqualifications.org.uk

Last entry date* 30/04/2013

Last certification date* 30/04/2016

*OCR will inform centres of changes to these dates. Please refer to our website www.ocr.org.uk for current dates. All centre records must be updated accordingly.


http://www.dcsf.gov.uk/section96/

http://skillsfundingagency.bis.gov.uk/

http://www.accreditedqualifications.org.uk/


General Information


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Title OCR Level 3 Diploma in Policing

OCR code 02947


QAN 500/8021/0



The OCR Level 3 Diploma in Policing has been designed for the uniformed officer during the initial period of service. Student Officers will have the opportunity to work towards it during the probationary period and knowledge aspects of the assessment will often be completed during their classroom phase. It covers basic policing duties but more experienced officers may also find it useful as a focus for development activity and the opportunity to demonstrate personal competence in the basic duty arena.















General Information

Title OCR Level 4 Certificate in Police First Line Management

OCR code 04689


QAN 501/0463/9



The OCR Level 4 Certificate in Police First Line Management has been designed as part of the police promotion process for promotion to the rank of sergeant.
















General Information


9

Title OCR Level 5 Certificate in Police Management

OCR code 04690


QAN 501/0625/9



The OCR Level 5 Certificate in Police Management has been designed as part of the police promotion process for promotion to the rank of inspector.


Qualification structure To achieve this qualification, candidates must complete a total of 29 credits. 25 of these credits from the 5 mandatory units and 4 credits from any single unit in the optional group













General Information

2.2 Target market

The Level 3 Certificate in Policing (PCSO) and the Diploma in Policing are designed for officers during the first years of their service. They may also be found to be suitable for more experienced officers who wish to demonstrate their competence in the areas covered by the units from which the qualifications are constructed.

The Level 4 and 5 certificates in Police Management are designed for officers taking part in the promotion process to the ranks of Sergeant and Inspector.

2.3 Qualification aims


Achievement of this qualification demonstrates that the holder of the qualification has the knowledge, understanding and skills needed to competently undertake a range of core duties of a Police Community Support Officer. The qualification allows for progression to further qualifications.

This qualification recognises the skills and competences of candidates in the workplace and provides individuals with the opportunity to demonstrate the competences needed for a career as a Police Community Support Officer. The units encompass a range of competencies from the policing sector.


Achievement of this qualification demonstrates that the holder of the qualification has the knowledge, understanding and skills needed to competently undertake a range of core duties of a Uniformed Police Officer. The qualification allows for progression to further qualifications.

This qualification recognises the skills and competences of candidates in the workplace and provides individuals with the opportunity to demonstrate the competences needed for a career as a Uniformed Police Officer. The units encompass a range of competencies from the policing sector.


This qualification is aimed at those taking part in the police promotion process to the rank of Sergeant.

This qualification recognises the skills and competences of candidates in the workplace and provides individuals with the opportunity to demonstrate the competences needed for a career as a Police Sergeant. The units encompass a range of competencies from the policing sector.


This qualification is aimed at those taking part in the police promotion process to the rank of Inspector.

This qualification recognises the skills and competences of candidates in the workplace and provides individuals with the opportunity to demonstrate the competences needed for a career as a Police Inspector. The units encompass a range of competencies from the policing sector.


General Information


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2.4 Entry requirements

These qualifications are available to anyone who is capable of reaching the required standards. They have been developed free from any barriers that restrict access or progression thereby promoting equal opportunities.

All centre staff involved in the assessment or delivery of these qualifications should understand the requirements of the qualification and match them to the needs and capabilities of individual candidates before entering them as candidates for one of these qualifications.

There are no formal requirements for entry to these qualifications.

2.5 Unique Learner Number (ULN)

It is an OFQUAL requirement that Awarding Bodies must capture the Unique Learner Number (ULN) for all candidates who have claimed certification for any of the qualifications in this handbook. Where a candidate has a ULN, you should enter their number in the ULN field of the entry form. For candidates who do not have a ULN, a claim will still be accepted if you leave this field blank but OCR will not be able to send these achievements to the Diploma Aggregation Service. Further information about this can be found in the Admin guide: Vocational Qualifications (A850) available to down load from www.ocr.org.uk.

2.6 Progression opportunities

These qualifications have been designed to encourage progression as follows:


This qualification forms part of a suite of policing qualifications at Levels 3, 4 and 5. Police Community Support Officers who achieve this qualification will have the opportunity to progress to the Levels 3 Diploma in Policing if they are preparing for or have commenced employment as a Uniformed Police Officer.

Additionally OCR offers a number of qualifications in other sector areas that will allow suitable progression routes to and from these qualifications. Such areas include Administration, Customer Service and Information Technology.


This qualification forms part of a suite of policing qualifications at Levels 3, 4 and 5. Officers who achieve this qualification will have the opportunity to progress to the OCR Level 4 Certificate in Police First Line Management if they are taking part in the police promotion process to Sergeant.



This qualification forms part of a suite of policing qualifications at Levels 3, 4 and 5. Individuals who achieve this qualification will have the opportunity to progress to the OCR Level 5 Certificate in Police Management if they are taking part in the police promotion process to Inspector.


General Information



This qualification forms part of a suite of policing qualifications at Levels 3, 4 and 5. Candidates who have completed the OCR Level 5 Certificate in Police Management may progress to further professional qualifications in Further or Higher Education.

2.7 Supporting OCR candidates

Centres should ensure that candidates are informed of the title and level of the qualification they have been entered for and that Oxford Cambridge and RSA Examinations (OCR) is the awarding body for their chosen qualification.

Centre staff should provide guidance to candidates on the assessment process and help candidates prepare for assessment. Full details on how the units are assessed are in sections 3 and 6 of this centre handbook.

2.8 Wider issues

These qualifications provide potential for centres to develop candidates’ understanding of spiritual, moral, ethical, social and cultural issues and heighten candidates’ awareness of environmental issues, health and safety considerations and European developments.

Spiritual, moral, ethical, social and cultural issues

Centre staff delivering a course that supports these qualifications will have opportunities to address spiritual, moral, ethical, social and cultural issues.

Example:

In Unit GC10 candidates will need to communicate with people in a way that: shows respect for them, their property and their rights, is appropriate for them and is free from discrimination and oppressive behaviour.

Environmental issues, health and safety considerations and European developments

Centre staff delivering a course that supports these qualifications will have opportunities to address environmental issues, health and safety considerations and European developments depending on the method of delivery/choice of teaching materials.

Example:

Health and safety is an important element of all of the units, either relating to health and safety issues generally (equipment/materials etc) and through the identification, assessment and management of risk of danger, harm and abuse (including self harm and abuse) to individuals, key people, other associated people, other people with whom the candidate works and the candidate. This is usually explicitly stated within the knowledge and performance or the knowledge alone. In some instances the need to take account of risk is implicit within the unit.


General Information


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2.9 Guided learning hours

Each of the units in these qualifications are allocated a number of guided learning hours (glh) which indicates the approximate number of hours for teacher supervised or directed study time and assessment. Information on unit glh for this qualification is given in section 6.

2.10 Funding

These qualifications are accredited at Level 3, 4 and 5 of the Qualifications and Credit Framework and are eligible for funding under Section 96 and/or Skills Funding Agency. For details on eligibility for public funding please refer to the following websites:



2.11 Mode of delivery

OCR does not specify the mode of study or specify a time limit for the achievement of these qualifications other than the expiry dates for entry and certification laid down by the regulatory authorities detailed in the qualification profiles.

Centres are free to deliver these qualifications using any mode of delivery that meets the needs of their candidates. Whatever mode of delivery is used, centres must ensure that candidates have appropriate access to the resources identified below.

Centres should consider the candidates’ complete learning experience when designing learning programmes. This is particularly important in relation to candidates studying part time alongside real work commitments where candidates may bring with them a wealth of experience that should be utilised to maximum effect by centre staff.

2.12 Resources

OCR strongly advises that teaching and development of subject content and associated skills be referenced to real vocational situations, through the utilisation of appropriate work-based contact, vocationally experienced delivery personnel, and real life case studies.

Candidates should be encouraged to read around the subject and have an appropriate knowledge of the application of the appropriate legislation (eg Health and Safety).

In addition, each unit contains guidance on the resources required. Staff conducting assessment must understand fully the requirements of these qualifications. Centres should ensure that appropriate physical resources are made available to candidates.

Centres will need to provide appropriate assessment facilities for candidates that comply with the regulations laid down by OCR in the Admin guide: Vocational Qualifications (A850) and the JCQ Instructions for Conducting Examinations, available on the OCR website www.ocr.org.uk.

Centres will need to meet the above requirements when they seek centre approval from OCR.




General Information

2.13 Delivery in Wales and Northern Ireland

The specification for these qualifications has only been approved by Ofqual for delivery in England/Wales/Northern Ireland during the life of the qualifications.

The specification for these qualifications has been approved by the Department for Children, Education, Lifelong Learning and Skills (DCELLS) for use by centres in Wales and by the Council for the Curriculum Examinations and Assessment (CCEA) for use by centres in Northern Ireland.

Candidates in Wales or Northern Ireland should not be disadvantaged by terms, legislation or aspects of government that are different from those in England. Where such situations might occur, including in the external assessment, the terms used have been selected as neutral so that candidates may apply whatever is appropriate to their own situation.

We will provide specifications, assessments and supporting documentation in English.

Further information concerning the provision of assessment materials in Welsh and Irish may be obtained from the OCR Customer Contact Centre: 024 76 851509.

2.14 Access arrangements and special consideration

Adjustments to standard assessment arrangements are made on the basis of the individual needs of candidates.

It is important, therefore, that centres identify as early as possible whether candidates have disabilities or particular difficulties that will put them at a disadvantage in the assessment situation and select an appropriate qualification or adjustment that will allow them to demonstrate attainment.

The responsibility for providing adjustments to assessment is one which is shared between OCR and the centre. Centre staff should consult the consult the Joint Council of Qualifications’ (JCQ) booklet Access Arrangements, Reasonable Adjustments and Special Consideration www.jcq.org.uk. This document should also be referred to for those candidates who may require a post examination adjustment, special consideration (to reflect temporary illness, indisposition or injury), at the time of the examination/assessment.

For further guidance on access arrangements and special consideration please refer to OCR’s Admin guide: Vocational Qualifications (A850) on the OCR website www.ocr.org.uk.

2.15 Results enquiries and appeals

Please refer to the Admin guide: Vocational Qualifications (A850) which can be downloaded from the OCR website www.ocr.org.uk .


http://www.jcq.org.uk/



General Information


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2.16 Centre malpractice guidance

It is the responsibility of the Head of Centre* to report (in writing) all cases of suspected malpractice involving centre staff or candidates, to the OCR Standards Division.

When asked to do so by OCR, Heads of Centres are required to investigate instances of malpractice promptly, and report the outcomes to the OCR Standards Division.

Further information is contained in the JCQ publication: Suspected Malpractice in Examinations and Assessments which is available from www.jcq.org.uk together with OCR’s Malpractice Procedures – A Guide for Centres.

* The Head of Centre is defined as the most senior officer in the organisation, directly responsible for the delivery of OCR qualifications, eg the Principal of a College, the Head Teacher of a school, the Managing Director of a Private Training Provider or the Group Training Manager of a major company.

http://www.jcq.org.uk/

Assessment

3 Assessment

3.1 Initial assessment of candidates

It is important for centres to carry out some form of initial assessment that identifies what competence and knowledge a candidate already has and the gaps that they need to look at. This will help plan the assessment because it allows assessors to help candidates understand the best place to start collecting evidence. It will also identify units which candidates might have difficulty finishing.

3.2 Assessment planning

Assessors must take responsibility for assessment planning with candidates. This will involve agreeing a number of issues with candidates including:

finding the best source of evidence to use for particular units

finding the best way of assessing the candidate

confirming the best times, dates and places for the assessments to take place.

Assessors must make a note of their assessment planning and regularly give feedback to candidates.

3.3 Making assessment decisions

It is not necessary for candidates to meet all the criteria every time they carry out an activity but it is necessary that all candidates produce their own evidence to meet all assessment objectives. Candidates must consistently provide enough evidence for assessors to believe that they are competent in their working environment.

Assessors should:

plan with the candidates

assess candidate performance, knowledge and understanding

look at the evidence

question and give feedback to the candidate working towards these qualifications.

They should also be satisfied that the candidate has demonstrated competence when meeting the assessment objectives.

All assessment objectives must be completed before the assessor can sign the unit off as complete.

Full details of the administration arrangements associated with these qualifications are included in the Admin guide: Vocational Qualifications (A850) which can be downloaded from the OCR website www.ocr.org.uk.



Assessment


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3.4 Methods of assessment

It is the assessor’s responsibility to agree the best method of assessing a candidate in relation to their individual circumstances. The methods agreed must be:

valid

reliable

safe and manageable

suitable to the needs of the candidate.

Valid

A valid assessment method is one that is capable of measuring the knowledge or skills in question. For example, a written test cannot measure a candidate’s practical skills or their ability to work well with others.

Validity can also be compromised if a candidate does not understand what is required of them. For example, one valid method of assessing a candidate’s knowledge and understanding is to question them. If the questions posed are difficult for the candidate to understand (not in terms of the content but the way they are phrased, for example), the validity of the assessment method is questionable.

As well as assessment methods being valid, the evidence presented must also be valid. For example, it would not be appropriate to present an organisation’s policy on “health and safety” as evidence towards the assessment objectives of a unit, as it would not allow for valid assessment. It may be more appropriate for the candidate and assessor to have a discussion about the policy and for the candidate to explain how it is relevant, illustrated with examples from their work to show compliance with the policy requirements. This discussion could then be assessed by the assessor and recorded as evidence.

Reliable

A reliable method of assessment will produce consistent results for different assessors on each assessment occasion. Internal verifiers must make sure that all assessors’ decisions are consistent.

Safe and manageable

Assessors and internal verifiers must make sure that the assessment methods are safe and manageable and do not put unnecessary demands on the candidate and/or the organisation they work for.

Suitable to the needs of the candidate

OCR has tried to make sure that achievement of these qualifications are free from constraints outside the requirements of the candidate’s job role.

For candidates who have access requirements please see section 2.14 of this handbook.

If centre staff think that any aspect of these qualifications unfairly restricts access and progression, they should talk to their OCR external verifier about this.

Assessment

OCR in partnership with Skills for Justice and other Awarding Bodies have identified the following main assessment methods which are suitable for these qualifications:

direct observation of practice by a qualified assessor or by the expert witness for occupational specific units

examining the evidence by an assessor

questioning the candidate or witness by an assessor

inference of knowledge from direct observation.

In some situations, the assessor can speak to the candidate to provide evidence of the candidate’s performance and knowledge (see Professional discussion).

3.5 Examining the evidence

Only approved assessors (see Assessor and internal verifier requirements) may examine the qualification evidence for the assessment of these qualifications.

Qualification evidence can:

reflect how the candidate carried out the process

be a product of the candidate’s work

be a product relating to the candidate’s competence.

For example:

The process that the candidate carries out could be recorded in an observation or witness testimony. It is the assessor’s responsibility to make sure that the qualification evidence a candidate submits for assessment meets and does not excessively exceed the requirements of the qualification.

The product of a candidate’s work could be: notebook entries, emails, completed forms, computer records, case files, police evidence or statements. After the assessor has examined the qualification evidence, the assessor must record an assessment decision and the justification for the decision. These products of the candidate’s work do not require copying and storing in a portfolio. They may be referenced in the portfolio and kept in the appropriate normal location, the referencing ensuring that the assessor and verifiers can access them at a later date. The assessor should also give feedback to the candidate. Candidates must ensure that the external verifier will also be able to access all evidence if necessary.

After the assessor has examined the evidence, the assessor must record an assessment decision and the justification for the decision. The assessor should also give feedback to the candidate.

3.6 Observation

Only approved assessors (see Assessor and internal verifier requirements) may carry out observations for the assessment of these qualifications.

The assessor and candidate should plan observations together but it is the assessor’s responsibility to record the observation properly.


Assessment


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After the observation has taken place, the assessor needs to record an assessment decision and the justification for the decision. The assessor should also give feedback to the candidate.

3.7 Questioning

Only approved assessors (see Assessor and internal verifier requirements) may question a candidate or witness for the assessment of these qualifications.

Questioning the candidate is normally an ongoing part of the assessment process, and is necessary to:

test a candidate’s knowledge of facts and procedures

check if a candidate understands principles and theories and

collect information on the type and purpose of the processes a candidate has gone through.

Assessors should ask open questions; that is questions where the candidate has to give an answer (other than ‘yes’ or ‘no’). Assessors should also be careful to avoid complicated questions which may confuse the candidate.

It is important that assessors record assessment decisions after they have questioned the candidate. They must record enough information to justify the decisions they make. This does not mean that assessors must record, word for word, the questions put to the candidate and the answers the candidate gives. However, assessors must record enough information about what they asked and how the candidate replied to allow the assessment to be verified.

Questioning qualification witnesses is normally an ongoing part of validating written witness statements. However, questioning qualification witnesses should not just be used for this purpose. Assessors should be able to speak to qualification witnesses and record, in whatever way is suitable, the verbal statements of these witnesses. A record of verbal statement is a form of witness statement and could provide valuable evidence to confirm a candidate’s competence over a period of time.

3.8 Professional discussion

Professional discussion is a structured, planned and in depth discussion recorded by the assessor. It allows the candidate to present evidence of competence and to demonstrate skills, knowledge and understanding through discussing the evidence and showing how it meets the requirements of the qualification. The assessor should guide the discussion by using open questioning, active listening and knowledge of the standards.

3.9 Qualification Witness testimonies

Qualification witness testimonies can be used as evidence of a candidate’s performance. Such testimonies could be made verbally to the assessor or could be written in a short note.

If a qualification witness provides a written statement they should include the following:

the candidate’s name

Assessment

the date, time and venue of the activity carried out

a description of the activities performed by the candidate

the date of writing the testimony

a description of the witness’ relationship to the candidate

their signature and job title

their contact details (such as telephone number).

It is not appropriate for witness testimonies to contain a list of the skills to which it relates. Qualification witnesses must direct the information in their testimonies to describing what the candidate did. The assessor will then judge whether the candidate’s activities demonstrate competence to the standards. It is not acceptable for candidates to produce written witness testimonies for qualification witnesses to sign, to support a qualification they are working towards.

3.10 Personal statements

This is a candidate’s own account of what they did, backed up by reference to evidence or qualification witnesses. Candidates can also produce logs or diaries, reflective accounts, but someone who can authenticate them as a true account of what took place must countersign these.

3.11 Performance evidence

Performance evidence provides proof of what a candidate can do. Sometimes, performance evidence can also provide evidence of what a candidate knows. Performance evidence can take the form of the following:

products or outcomes of the candidate’s work (for example, things that the candidate produced or worked on). The evidence presented for assessment may be the actual product or a record of the product

if group work is used as evidence, the candidate’s contribution must be identified clearly. Other products (for example, company policies) may have been reproduced by someone else but relate to the candidate and their competence

proof of the way the candidate carried out their work (that is, the process they went through). An assessor’s observation of a candidate or a witness’ testimony both provides performance evidence and would be suitable for these qualifications.

3.12 Where evidence comes from

Evidence may come from a number of different sources, for example:

performance evidence may come from a candidate carrying out workplace activities

knowledge evidence may come from a candidate carrying out workplace activities, from the candidate answering the assessor’s questions or from prior assessment.


Assessment


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3.13 Real work

The qualification requires that all assessment of a candidate’s performance must take place within a real policing environment, and that observation should be of naturally occurring practice within the candidate’s work role. This will include the demonstration of the application of knowledge. This principle will apply to all units.

3.14 Simulation

Simulation is only allowed where shown in the unit. However, where access to assessment is jeopardised by this, guidance should be sought from OCR who will decide the issue in conjunction with the Skills for Justice.

3.15 Medium that can be used

Evidence can take many forms, for example, photographs, videos, audio tapes, CD-ROMs and paper-based or digitally formatted documents.

3.16 Amount of evidence needed

It is difficult to give detailed guidance regarding the amount of evidence needed as it depends on the type of evidence collected and the judgement of assessors. This evidence may be retained in its normal storage location and referenced in the candidate portfolio. Candidates must consider future access to this evidence for quality assurance of the qualification and the confidentiality/security of the content of all qualification evidence. If a candidate has any doubts about access or security they should discuss this with their line manager.

For a candidate to be judged competent in a unit, the evidence presented must satisfy all the assessment requirements and assessment criteria.

The quality and breadth of evidence provided should determine whether an assessor is confident that a candidate is competent or not. Assessors must be convinced that candidates working on their own can work independently to the required standard.

OCR may accept some evidence from candidates who have been assessed in a language other than English, Welsh or Irish as long as there is enough evidence to show that candidates are competent in English, Welsh or Irish to the standard required for competent performance throughout the UK.

3.17 Cumulative assessment record (CAR)

As well as collecting evidence, candidates must record all their assessed evidence in their personal portfolio or cumulative assessment record (CAR). The CAR is the candidate’s record of what evidence has been accepted as proof of competence and where that evidence can be found. It can also be used to record progress towards, and achievement of units.

Assessment

Filling in the CAR is an ongoing process involving discussion and agreement between the candidate and their assessor. The candidate should fill in and keep the CAR while working towards their qualification. An assessor may help the candidate complete the CAR if necessary.

Centres can design their own recording documents if they want to. You should talk about any document you want to use with your external verifier before you use them. OCR’s publication Admin guide: Vocational Qualifications (A850) includes information and criteria for designing recording documents.

We have provided other forms and recording documents which assessors and candidates might want to use for these qualifications please see the OCR website www.ocr.org.uk.

3.18 Verification – how it works

Internal verification

It is the centre’s responsibility to appoint an internal verifier to manage the internal verification process. The purpose of internal verification is to make sure and show that assessment is valid and consistent, through monitoring and sampling assessment decisions.

Internal verifiers must agree the use of simulated activities before they take place and must sample all evidence produced through simulated activities (see section Simulation).

The role of the internal verifier is more fully explained in the Administrative Guide to Vocational Qualifications (A850).

External verification

OCR will allocate an external verifier who will visit the centre to verify assessments and internal verification.

External verifiers will want to interview candidates, assessors and internal verifiers during their visits. Assessment records and evidence for all candidates must also be available for verifiers to see if they ask to. It is the assessor’s (and not the internal or external verifiers’) responsibility to ‘sign off’ each unit of competence.

Centres should have the following available for each external verification visit:

a list of candidates registered for these qualifications, together with their achievements to date plus certification records

access to evidence (for example, up-to-date portfolios), CARs and storage locations

access to OCR on-line claim system (Interchange)

relevant assessors and selected candidates as requested by the external verifier (EV), including those whose certificates have been claimed through Direct Claims Status (DCS)

all portfolios (access to evidence) relating to certificates claimed through DCS

a copy of the external verifier’s last visit report

a sample signature list for all assessors and internal verifiers

details of training and curriculum vitae for new members of the assessment team

all centre records (see Centre records – assessment and verification for more details)

evidence of achieving action points since the last external verifier visit



Assessment


23

notes of any action carried out due to particular points mentioned by an external verifier in any correspondence since their last visit

recommendations to the external verifier

if recorded evidence is used, ensure all recordings and appropriate playback equipment is available.

Centre records – assessment and verification

A centre must make sure that assessment and verification records are available for external verification purposes. Assessment and/or internal verification records must record the following minimum information:

candidate’s name and location

the title and level of the qualification they are taking

candidate’s start date on the programme and confirmation of registration with OCR

name of the assessor

name of the internal verifier

date and outcome of the initial assessment of the candidate

dates and details of candidate reviews and feedback sessions

dates of all assessments and their outcomes (that is, the decision whether the candidate has met the requirements or not) cross-referenced to the unit

enough detail of the assessment to justify the decision made

an indication of the use of simulation, if used

dates and outcomes of internal verification

action resulting from internal verification

certification.

Records should show formative assessment decisions (ongoing decision making), summative assessment decisions and feedback to the candidate.

Assessor and internal verifier requirements

4 Assessor and Internal Verifier Requirements

4.1 Assessment Centre Requirements

The Assessment Centre must:

Ensure that there are a sufficient number of people either trained or qualified to assess the number of candidates they anticipate to register

Ensure that there are a sufficient number of people either trained or qualified to internally verify for the number of candidates and assessors

Put verification systems and internal verifiers in place to ensure that all assessments are valid, reliable, authentic and sufficient and provide quality assured training for those people identified as being responsible for verification

Ensure that there is a system of standardisation in place to ensure that all assessments are consistent and fair

Ensure that those undertaking the roles of verification and assessment maintain their skills, knowledge and understanding regarding assessment and verification and the associated qualification.

The occupational expertise of those undertaking the roles of assessment and internal verification is one of the key factors underpinning valid, fair and reliable assessment. The integrity of assessments and verifications is of paramount importance. Centres must ensure that there is sufficient time to conduct effective assessment and internal verification.

4.2 Assessors

Assessment is an activity that can be performed by a dedicated individual or as part of an individual’s wider role e.g. Supervisor, manager, tutor. All assessors must:

be qualified as an assessor (A1) or have been trained to assess through a programme that meets the requirements of the Police Learning Descriptor for Assessor Training. Assessor training authorised and monitored by OCR (although not necessarily leading to A1) would also be acceptable. Where Centres use trained assessors they must provide evidence of the training undertaken to OCR

have the role of assessor identified within their role profile, where assessment forms part of an individual’s role

be occupationally competent in the unit they are assessing. This means that each assessor must, according to current sector practice, be competent in the functions covered by the units they are assessing. They will have gained their occupational competence working within the Justice sector or within an appropriate occupational sector. They are not required to occupy a position in the organisation more senior than that of the candidate they are assessing. Centres must be alert to the risks that all such arrangements could present and ensure that sufficient quality controls are in place through the internal verification process to minimise the possibility of collusion between candidates and assessors. Assessors must be able to demonstrate consistent application of the skills and the current supporting knowledge and


Assessor and internal verifier requirements


25

understanding in the context of a recent role directly related to the units they are assessing as a practitioner, trainer or manager

be familiar with the units that relate to the qualification and must be able to interpret and make judgements on current working practices and technologies within the area of work

maintain their occupational competence by either actively engaging in continuous professional development activities or by performing the operational role as part of their regular responsibilities in order to keep up to date with developments relating to the changes taking place in the Justice sector.

4.3 Internal verifiers

Internal Verification is an activity that can be performed by a dedicated individual or as part of an individual’s wider role. All Internal verifiers must:

be either qualified as a verifier (V1) or have been trained to perform the function of verification. A programme that meets the requirements of any Police Learning Descriptor for Verification Training or V1 training authorised and monitored by OCR (although not necessarily leading to V1) is also be acceptable. Where Centres use trained verifiers, they must provide evidence of the training undertaken to OCR

be occupationally knowledgeable across the range of units for which they are responsible prior to commencing the role. Due to the risk critical nature of the work and the legal implications of the assessment process, internal verifiers must understand the nature and context of the assessors’ work and that of their candidates. IVs must also sample the assessment process and resolve differences and conflicts on assessment decisions.

Ensure that assessment has been carried out by persons who are occupationally competent within the area they are assessing.

maintain their occupational knowledge by actively engaging in continuous professional development activities in order to keep up-to-date with developments relating to the changes taking place in the Justice sector.

have an appropriate induction to qualifications and the standards that they are verifying provided to them by the Centre, and have access to ongoing training and updating on current issues relevant to these qualifications. Information on the induction and continuing professional development of internal verifiers must be made available to the external verifier.

Certification

5 Certification

Candidates who achieve the full qualification will receive:

a certificate listing the unit achieved with their related credit value, and

a certificate giving the full qualification title





Candidates achieving one or more units but who do not meet the credit requirements for a full certificate will receive a certificate listing the units they have achieved along with their credit value.

5.1 Claiming certificates

Certificates will be issued directly to the centre for successful candidates. In order to ensure that these are automatically issued centres must ensure that the OCR candidate number is always used where a candidate has already achieved one or more units. See the Admin guide: Vocational Qualifications (A850) for full details.

5.2 Replacement certificates

If a replacement certificate is required a request must be made to the OCR Operations Division on 024 76 470033, or in writing to the Coventry office, and an application form with further instructions will be sent. A charge will be made for a replacement certificate.


Qualification structure and units


27

6 Qualification structure and units

6.1 Qualification structure

Candidates do not have to achieve units in any particular order and teachers/tutors should tailor learning programmes to meet individual candidate needs. It is recommended that, wherever possible, centres adopt a holistic approach to the delivery of these qualifications and identify opportunities to link the units and levels.

If a candidate is not able to complete the full qualification, their achievements will be recognised through the issue of a unit certificate listing the units achieved.


(Qualification Accreditation Number 500/9315/0)

To achieve this qualification, candidates must achieve a total of 18 credits made up from the six mandatory units, as follows:

Group 1 Mandatory units

OCR Unit No

Sector Unit No

Unit title Unit Accreditation No (UAN)

Credit value

Level GLH

Mandatory Group

1 AB1 Communicate effectively with people maintaining the security of information

F/601/2422 3 3 15

2 BE2 Provide initial support to victims and witnesses

R/502/5732 3 3 15

3 CB1 Gather and submit information to support law enforcement objectives

D/502/5734 2 3 10

4 CD1 Provide an initial response to incidents (level 2 unit)

H/601/4793 3 2 10

5 CD3 Prepare for, and participate in, planned enforcement operations

D/601/4842 4 3 12

6 GC10 Manage conflict in a policing context

L/502/5731 3 3 15




To achieve this qualification, candidates must achieve a total of 38 credits made up from the ten mandatory units, as follows:

OCR Unit No

Sector Unit No

Unit title Unit

Accreditation No (UAN)

Credit value

Level GLH

Mandatory Group


R/502/5732 3 3 15


D/502/5734 2 3 10

3 CD1 Provide an initial response to incidents

H/502/5735 4 3 20

4 CD5 Arrest, detain or report individuals

M/502/5737 4 3 20

5 CI101 Conduct priority and volume investigations

J/502/5596 5 3 25

6 CJ101

Interview victims and witnesses in relation to priority and volume investigations

R/502/5598 5 3 25

7 CJ201 Interview suspects in relation to priority and volume investigations

Y/502/5599 5 3

25

8 CK1 Searching individuals in a policing context

R/502/5603 3 3 15

9 CK2 Search vehicles, premises and open spaces

D/502/5605 4 3 20


L/502/5731 3 3 15




29



To achieve this qualification, candidates must achieve a total of 38 credits made up from the ten mandatory units, as follows:

OCR Unit No

Sector Unit No

Unit title Unit


Credit value

Level GLH

Mandatory Group

1 CB3 Conduct intelligence driven briefing, tasking and debriefing

R/601/3624 3 4 15

2 CC7 Prepare for, monitor and maintain, law enforcement operations

K/601/3659 5 4 25

3 B5 Set objectives and provide support for team members

M/600/9600 5 3 25

4 A1 Manage personal development

F/600/9469 4 2 20

5 CI105 Supervise investigations and investigators

J/601/4804 4 4 20

6 CD101 Supervise the response to critical incidents

M/601/4795 4 4 20




To achieve this qualification, candidates must achieve a total of 29 credits made up as follows:

25 Credits from mandatory Group 4 credits from optional Group

The following table contains the groups of mandatory and optional units.

OCR Unit No

Sector Unit No

Unit title Unit


Credit value

Level GLH

Mandatory Group

1 CC5 Identify and manage operational threats and risks D/601/3657 5 5 25

2 A2 Manage own professional development within an organisation

L/600/9586 4 3 20

3 B1 Develop and evaluate operational plans for own area of responsibility

Y/600/9588 6 5 30

4 B6 Provide leadership and direction for own area of responsibility

T/600/9601 5 4 25

5 D6 Plan, allocate and monitor work in own area of responsibility

H/600/9674 5 4 25

Optional Group

6 E1 Manage a budget for own area or activity of work A/600/9695 7 5 35

7 CC3 Plan and deploy resources for law enforcement operations

L/601/3654 4 5 20

8 CC4 Determine and review authorisations R/601/3655 4 5 20

9 CC6 Plan law enforcement operations H/601/3658 4 5 20

10 HF15 Provide information to support decision making L/601/4089 5 5 25

11 CI106 Manage investigations in own area of responsibility L/601/4805 5 5 25




31

6.2 Unit format

The format of OCR’s units is detailed below.

A unit title

This is a summary of the content of the unit.

Level

This advises the QCF level on which the unit is accredited.

Credit value

This advises how many credits the candidate will achieve for successful achievement of the unit.

Guided learning hours (glh)

This specifies the amount of time that the average candidate would be expected to take to complete all requirements of the unit.

Unit expiry date

This section specifies the end accreditation date of the unit.

Unit purpose and aim

This section specifies the overall purpose and aim of the unit.

Learning outcomes

These set out what the candidate is expected to know, understand or be able to do as a result of the learning process.

Assessment criteria

These detail the requirements that the candidate will be assessed against in order to evidence the learning outcomes.

Knowledge, understanding and skills

This details the underpinning knowledge, understanding and skills which candidates will need in order to be able to undertake the assessment for the unit and to meet the requirements of the assessment criteria.

Assessment

This section details how the assessment criteria will be assessed.


Evidence requirements

These provide specific detail to amplify the knowledge or understanding required to meet the assessment criteria.

Guidance on assessment and evidence requirements

This provides guidance on how the assessment could be carried out and how the evidence requirements could be met.

National Occupational Standards (NOS) mapping/signposting

This section provides signposting to the relevant National Occupational Standards.

Functional skills signposting

This section provides signposting to functional skills.

Resources

This section contains details of any specific resources that must be available to the candidate or suggested resource material that will support learning.

Additional information

This section contains further information such as sector support and unit classification.




33

6.3 Units

Units can be downloaded from the OCR website www.ocr.org.uk

OCR Level 3 Certificate in Policing (Police Community Support Officers) http://www.ocr.org.uk/qualifications/type/qcf/police/pcso_l3_cert/index.html

OCR Level 3 Diploma in Policing http://www.ocr.org.uk/qualifications/type/qcf/police/l3_dip/index.html

OCR Level 4 Certificate in Police First Line Management http://www.ocr.org.uk/qualifications/type/qcf/police/l4_cert/index.html

OCR Level 5 Certificate in Police Management http://www.ocr.org.uk/qualifications/type/qcf/police/l5_cert/index.html


http://www.ocr.org.uk/qualifications/type/qcf/police/pcso_l3_cert/index.html

http://www.ocr.org.uk/qualifications/type/qcf/police/l3_dip/index.html

http://www.ocr.org.uk/qualifications/type/qcf/police/l4_cert/index.html

http://www.ocr.org.uk/qualifications/type/qcf/police/l5_cert/index.html

Administration arrangements

7 Administration arrangements

This section provides an overview of the administration arrangements operating for these qualifications. Please refer to the Admin guide: Vocational Qualifications (A850) for further information.

7.1 Overview of full process

For detailed information on these qualifications centres must refer to OCR’s Admin guide: Vocational Qualifications (A850).

The following flow chart provides a brief summary of how these qualifications are delivered.

Administration flowchart for verification

Make entries Via Interchange or EDI

Schedule Verifier visits Your verifier contacts you: you are entitled to

two free visits per academic year

Assess and standardise Before the verifier visit

Submit claim via Interchange Let your verifier know which candidates are

ready to be verified

Prepare sample Your Verifier will tell you which candidates’

work will be verified

Verifier visit takes place The Verifier confirms assessment decisions,

provides feedback, advice and guidance

OCR issues certificates OCR publishes electronic results and sends unit and full award certificates as appropriate

Apply for centre approval Complete the approval form


Supporting Documentation


35

8 Supporting Documentation

8.1 OCR assessment material

Electronic resources

General descriptions of the qualifications, units and structures can be accessed on the OCR website www.ocr.org.uk. These files may be copied onto your Local Area Network for candidates to access, sent internally as email attachments to candidates, copied onto hard drives for candidate use etc.

Assessment materials

The OCR assessment materials include evidence record sheets, witness lists and records of achievement. They can be downloaded from the OCR website www.ocr.org.uk.

Printed documentation

The following printed documentation is available to support candidates considering, and working towards, the OCR NVQs in Policing:

All you ever wanted to know about OCR qualifications in Policing (J123)

A pocket size candidate guide to the OCR qualifications in Policing. This booklet is issued free for every candidate entry. It includes everything a candidate needs to know to start working on this qualification. Copies of this booklet in packs of ten may also be purchased from OCR publications for use in publicity events where more detailed information is required.

OCR Level 3 Diploma in Policing qualification pack (J024)

This pack contains all ten units in pocket size booklet form. It is issued free for every Diploma candidate entry along with the booklet J123 described above. Copies of this unit set may also be purchased from OCR publications.

OCR Level 3 Certificate in Policing (PCSO) qualification pack (J124)

This pack contains all six units in pocket size booklet form. It is issued free for every PCSO certificate candidate entry along with the booklet J123 described above. Copies of this unit set may also be purchased from OCR publications.

Policing Qualifications File-o-fax size binder (Z204)

This handy ring binder, available to purchase in packs of five from OCR publications can be used to store the booklet and units for each of the level 3 qualifications.



Guidance for Candidates

9 Guidance For Candidates

9.1 What are the OCR qualifications in Policing?

OCRs Policing qualifications demonstrate that you have the competence (the skills, knowledge and understanding) to carry out your duties to the required standard in your normal work situation. They are based on National Occupational Standards (NOS). These standards describe the level and depth of performance expected of you. They are based on the NOS developed by Skills for Justice, the Sector Skills Council for the Justice sector.

Both the structure of these qualifications and the units from which they are constructed are approved by the regulatory body the Office of Qualifications and Examinations Regulation (Ofqual).

Your Awarding Body for them is OCR (Oxford, Cambridge and RSA Examinations). Ofqual has accredited the OCR qualifications and you can find full accreditation details on both the OCR website and the National Database of Accredited Qualifications. The OCR website www.ocr.org.uk gives a range of information about the qualifications, how they operate and other qualifications that may be of interest to you. You can also visit the National Database of Accredited Qualifications website at www.accreditedqualifications.org.uk.


The OCR Level 3 Certificate in Policing (Police Community Support Officers) has been designed to cover the core duties of the Police Community Support Officer. It is expected that as a new Police Community Support Officer you will have the opportunity to start working towards this qualification when you commence training. It covers your basic duties as a PCSO but if you are more experienced you may also find it useful as a focus for development activity and the opportunity to demonstrate your personal competence in basic duties.


The OCR Level 3 Diploma in Policing has been designed for the uniformed officer during your initial period of service. As a Student Officer you will have the opportunity to work towards it during your probationary period but the knowledge aspects of your assessment may be completed during your classroom training. It covers basic policing duties but if you are more experienced then you may also find it useful as a focus for development activity and the opportunity to demonstrate your personal competence in the basic duty arena.


The OCR Level 4 Certificate in Police First Line Management has been designed for when you take part in the police promotion process for promotion to the rank of sergeant.


The OCR Level 5 Certificate in Police Management has been designed for when you take part in the police promotion process for promotion to the rank of inspector.





37

9.2 What do I have to do to achieve these qualifications?



To achieve this qualification, you must achieve a total of 18 credits made up from the six mandatory units, as follows:

Group 1 Mandatory units

OCR Unit No

Sector Unit No

Unit title Unit


Credit value

Level GLH

Mandatory Group

1 AB1 Communicate effectively with people maintaining the security of information

F/601/2422 3 3 15


R/502/5732 3 3 15


D/502/5734 2 3 10

4 CD1 Provide an initial response to incidents (level 2 unit)

H/601/4793 3 2 10

5 CD3 Prepare for, and participate in, planned enforcement operations

D/601/4842 4 3 12


L/502/5731 3 3 15



To achieve this qualification, you must achieve a total of 38 credits made up from the ten mandatory units, as follows:

OCR Unit No

Sector Unit No

Unit title Unit


Credit value

Level GLH

Mandatory Group


R/502/5732 3 3 15


D/502/5734 2 3 10

3 CD1 Provide an initial response to incidents

H/502/5735 4 3 20

4 CD5 Arrest, detain or report individuals

M/502/5737 4 3 20

5 CI101 Conduct priority and volume investigations

J/502/5596 5 3 25


6 CJ101

Interview victims and witnesses in relation to priority and volume investigations

R/502/5598 5 3 25

7 CJ201 Interview suspects in relation to priority and volume investigations

Y/502/5599 5 3

25

8 CK1 Searching individuals in a policing context

R/502/5603 3 3 15

9 CK2 Search vehicles, premises and open spaces

D/502/5605 4 3 20


L/502/5731 3 3 15



To achieve this qualification, you must achieve a total of 38 credits made up from the ten mandatory units, as follows:

OCR Unit No

Sector Unit No

Unit title Unit


Credit value

Level GLH

Mandatory Group

1 CB3 Conduct intelligence driven briefing, tasking and debriefing

R/601/3624 3 4 15

2 CC7 Prepare for, monitor and maintain, law enforcement operations

K/601/3659 5 4 25

3 B5 Set objectives and provide support for team members

M/600/9600 5 3 25

4 A1 Manage personal development

F/600/9469 4 2 20

5 CI105 Supervise investigations and investigators

J/601/4804 4 4 20

6 CD101 Supervise the response to critical incidents

M/601/4795 4 4 20




39



To achieve this qualification, you must achieve a total of 29 credits made up as follows:

25 Credits from mandatory Group PLUS 4 credits from optional Group

The following table contains the groups of mandatory and optional units.

OCR Unit No

Sector Unit No

Unit title Unit


Credit value

Level GLH

Mandatory Group

1 CC5 Identify and manage operational threats and risks D/601/3657 5 5 25

2 A2 Manage own professional development within an organisation

L/600/9586 4 3 20

3 B1 Develop and evaluate operational plans for own area of responsibility

Y/600/9588 6 5 30

4 B6 Provide leadership and direction for own area of responsibility

T/600/9601 5 4 25

5 D6 Plan, allocate and monitor work in own area of responsibility

H/600/9674 5 4 25

Optional Group

6 E1 Manage a budget for own area or activity of work A/600/9695 7 5 35

7 CC3 Plan and deploy resources for law enforcement operations

L/601/3654 4 5 20

8 CC4 Determine and review authorisations R/601/3655 4 5 20

9 CC6 Plan law enforcement operations H/601/3658 4 5 20

10 HF15 Provide information to support decision making L/601/4089 5 5 25

11 CI106 Manage investigations in own area of responsibility

L/601/4805 5 5 25

9.3 What if I cannot gain enough credits for a full qualification?

These qualifications are very flexible and allow you to achieve recognition for what you have already achieved even if you do not finish the full qualification. OCR has systems in place which allow you to be awarded a certificate listing the unit (or units) you have achieved even if you are unable to complete the full qualification.



9.4 How do I know that these qualifications are right for me?

These qualifications are designed for candidates wishing to gain a qualification appropriate to the rank they hold or are progressing towards.

They may also form a progression route to higher level qualifications such as Foundation degrees or other appropriate higher education qualifications.

9.5 How are the units assessed?

All of the units will be assessed by a local approved assessor from within your centre. It is your assessor’s role to satisfy themselves that you have evidence available to meet all assessment requirements for all learning outcomes and assessment criteria, before they decide that you have finished a unit.

9.6 Do I need to pass all of the units?

The units that will produce the credit needed for a full qualification are detailed in section 9.2. However, each unit represents a worthwhile achievement in its own right, and certification is also available at unit level.

9.7 How do I keep track of my achievements?

We have designed a Record of Achievement form for you to use to keep track of your achievements. This form is optional (you do not have to use it if you do not want to).

9.8 Can my work for these qualifications prepare me for my Functional Skills?

The work that you do for these qualifications may help to prepare you for the functional skills assessment.

OCR wishes you every success in your achievement of these qualifications.

Mapping and Signposting


41

10 Mapping and Signposting

10.1 National Occupational Standards (NOS) Mapping

These qualifications provide a key progression route between education and employment (or further study/training leading to employment). It is directly relevant to the needs of employers and relates to National Occupational Standards (NOS) in Policing.

Each unit contains details of the signposting to the NOS.

10.2 Functional skills signposting

Training provided for Policing may help to prepare candidates for the functional skills assessment (eg report writing may be good preparation for English). It is likely however that further training would be needed to fully prepare candidates for functional skills assessment.

Further Support and Information

11 Further Support and Information

11.1 Enquiries

For enquiries relating to any of OCR’s vocational qualifications, please contact the OCR Customer Contact Centre on:

Telephone: 024 76 851509 Fax: 024 76 851633 Email: [email protected]

Alternatively, you could visit OCR’s website at www.ocr.org.uk for further information on OCR qualifications.

11.2 Results enquiries

For information about result enquiries please refer to the OCR website at www.ocr.org.uk.

11.3 Customer feedback

We welcome feedback from customers on all aspects of our provision. Comments relating to this documentation should be sent to:

The OCR Qualification Manager Policing Qualifications Division OCR Coventry Office Westwood Way Coventry CV4 8JQ




Further Support and Information


43

11.4 OCR Training Events

Information on OCR’s training events for centres can be found on the OCR website by going to www.ocr.org.uk, or by contacting:

OCR Training Customer Support Division Progress House Westwood Way Coventry CV4 8JQ

Telephone: 02476 496 398 Fax: 02476 496 399 Email: [email protected]

11.5 OCR Publications

The OCR Publications Service offers support to OCR customers, centres, parents and candidates. It offers a wide range of up-to-date materials for sale which relate to our key qualifications. These materials include specifications, past papers, mark schemes and a range of support materials.

The OCR Publications Catalogue holds the full list of materials currently available to order. To obtain a copy of this and to order publications, please go to http://publications.ocr.org.uk or call our dedicated order line on 0870 770 6622.

Orders can also be emailed to [email protected] or posted to the address on the order form printed in the OCR Publications Catalogue.

OCR Support Materials prepare extra resources to help you deliver our qualifications. These support materials can be ordered from OCR Publications and more information about the materials can be obtained from [email protected].

11.6 Documents related to these qualifications

OCR’s Admin guide: Vocational Qualifications (A850)

JCQ publications:

Access Arrangements, Reasonable Adjustments and Special Consideration Instructions for Conducting Examinations Suspected Malpractice in Examinations and Assessments.


http://publications.ocr.org.uk/

mailto:[email protected]

Glossary

12 Glossary

Analyse to examine in detail in order to discover meaning, essential features, etc

Apply to devote oneself with diligence to bring into operation or use to put to practical use; utilise; employ

Assess to judge the worth, importance, etc, of; evaluate

Calculate to solve (one or more problems) by a mathematical procedure; compute

Carry out to perform or cause to be implemented

Chart to plot or outline the course of to make a detailed plan of to make a chart of

Classify to arrange or order by classes; categorise

Collect to gather together or be gathered together

Communicate to impart (knowledge) or exchange (thoughts, feelings, or ideas) by speech, writing, gestures, etc

Compare to regard or represent as analogous or similar; liken

Compile to make or compose from other materials or sources

Complete to make whole or perfect to end; finish

Conduct to do or carry out

Contrast to distinguish by comparison of unlike or opposite qualities

Contribute to give (support, money, etc) for a common purpose or fund to supply (ideas, opinions, etc) as part of a debate or discussion

Cook to prepare (food) by the action of heat, as by boiling, baking, etc, or (of food) to become ready for eating through such a process

Define to state precisely the meaning of (words, terms, etc)

Deliver to carry (goods, etc) to a destination, esp. to carry and distribute (goods, mail, etc) to several places to hand over, transfer, or surrender to produce or perform something promised or expected

Demonstrate to show, manifest, or prove, esp. by reasoning, evidence, etc

Describe to give an account or representation of in words

Design to work out the structure or form of (something)

Detail to list or relate fully to include all or most particulars

Develop to come or bring to a later or more advanced or expanded stage; grow or cause to grow gradually

Devise to work out, contrive, or plan (something) in one’s mind

Discuss to have a conversation about; consider by talking over; debate to treat (a subject) in speech or writing

Estimate to form an approximate idea of (distance, size, cost, etc); calculate roughly; gauge


Glossary


45

Evaluate to ascertain or set the amount or value of to judge or assess the worth of; appraise

Examine to look at, inspect, or scrutinise carefully, or in detail; investigate

Explain to make (something) comprehensible, esp. by giving a clear and detailed account of the relevant structure, operation, surrounding circumstances, etc

Explore to examine or investigate, esp. systematically

Generate to produce or bring into being; create

Give to present or deliver voluntarily (something that is one’s own) to the permanent possession of another or others to impart or communicate

Identify to prove or recognise as being a certain person or thing; determine the identity of

Illustrate to clarify or explain by use of examples, analogy, etc

Implement to carry out; put into action; perform

Interact to act on or in close relation with each other

Interpret to clarify or explain the meaning of; elucidate

Investigate to inquire into (a situation or problem) thoroughly; examine systematically, especially in order to discover the truth

Justify to prove or see to be just or valid; vindicate to show to be reasonable; warrant or substantiate

Keep to have or retain possession of

Lead to show the way to (an individual or a group) by going with or ahead to guide or be guided by holding, pulling, etc to phrase a question to (a witness) that tends to suggest the desired answer

Measure to determine the size, amount, etc, of by measurement

Monitor to observe or record (the activity or performance) of (an engine or other device)

Organise to form (parts or elements of something) into a structured whole; co ordinate

Outline to give the main features or general idea of

Participate to take part, be or become actively involved, or share (in)

Perform to carry out or do (an action)

Plan to have in mind as a purpose to make a plan of (a building)

Prepare to make ready or suitable in advance for a particular purpose or for some use, event etc to put together using parts or ingredients; compose or construct to equip or outfit

Present to show, exhibit to put forward; submit to bring or suggest to the mind

Produce to bring (something) into existence; yield to bring forth (a product) by physical or mental effort; make

Profile to draw, write or make a profile of

Promote to further or encourage the progress or existence of to raise to a higher rank, status degree etc to urge the adoption of; work for

Glossary


to encourage the sale of (a product) by advertising or securing financial support

Propose to put forward (a plan, motion, etc) for consideration or action

Provide to put at the disposal of; furnish or supply

Recognise to perceive (a person, creature, or thing) to be the same as or belong to the same class as something previously seen or known; know again

Recommend to advise as the best course or choice; counsel

Research to carry out investigations into (a subject, problem etc)

Review to look at or examine again to look back upon

Select to choose (someone or something) in preference to another or others

Serve to render or be of service to (a person, cause, etc); help to distribute or provide

Show to make, be, or become visible or noticeable to indicate or explain; prove

Suggest to put forward (a plan, idea, etc) for consideration

Summarise to make or be a summary of; express concisely

Understand to know and comprehend the nature or meaning of

Undertake to contract to or commit oneself to (something) or to do (something)

Use to put into service or action; employ for a given purpose

Unit Title: Provide initial support to victims and witnesses (BE2)

OCR unit number: R/502/5732

Level: Level 3

Credit value: 3

Guided learning hours: 15

Unit expiry date: 31/12/2014


This unit is about providing initial support to those affected by offending or anti-social behaviour (victims and witnesses). This initial support may be practical (e.g. relating to safety and security, compensation claims, paperwork) or emotional (e.g. listening, reassurance). The learner must also assess the individual’s need for further support, and identify and discuss possible sources of such support. Of key importance throughout is the ability to communicate effectively to encourage individuals to express their own feelings and needs.

Learning Outcomes Assessment Criteria Knowledge, understanding and skills

The Learner will: 1 Know and understand the

factors that affect victims and witnesses and impact on their need for support

The Learner can: 1.1 Describe how crime

impacts on victims and witnesses.

This may include:

Increased fear of crime

Loss of property

Vulnerability

Seclusion and isolation

Physical injury.

1.2 Explain the reasons why it is important to recognise and address the needs of victims and witnesses.

This may include:

Assessing the needs to ensure appropriate support

Reassurance.

1.3 Identify the range of needs that victims and witnesses (including those who are particularly vulnerable) may have, and the ways in which they can be addressed.

This may include vulnerable individuals who have, for example, mental health problems, experiencing hate crimes, those experiencing violence and abuse etc. Ways to address needs may include:

Referral to specialists

Ongoing support

Family assistance.

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1.4 Explain why it is important to involve those with parental responsibility when working with children affected by crime or anti-social behaviour.

This may include:

How those with parental responsibility provide additional support

Identifying those who have or are likely to have parental responsibility.

1.5 Describe how to use legislation, guidelines of good practice, charters and service standards to benefit and protect victims and witnesses.

This may include:

Use of Vulnerable witness procedures

Completion of victim personal statements.

1.6 Identify appropriate sources of advice and support to assist meeting an individual’s need for support.

This may include referrals to Victim Support services, Witness Care agencies, Social Services, criminal injuries compensations board, counselling etc.

2 Be able to communicate effectively with victims and witnesses

2.1 Communicate with individuals appropriately taking account of:

pace

their level of understanding

their preferred form of communication.

This may include:

Identifying individuals communications needs and preferred styles

Identification of individuals with particular needs and adjusting the communication style to meet that need.

2.2 Encourage individuals to express their own views about their immediate needs by creating an appropriate environment, actively listening and using appropriate:

body language

position

tone of voice.

This may include:

Using active listening skills to allow individuals to express their needs

Encourage individuals to discuss their needs through careful use of a range of communication skills.

2.3 Explain clearly to individuals your organisation’s policy in respect of:

confidentiality

who will have access to information provided by individuals

how the information will be recorded and stored.

This may include:

Explanation of the confidentiality policy

Freedom of Information Act requirements and implications

Where information is recorded.

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2.4 Maintain contact with individuals communicating as necessary.

This may include:

Knowing and following organisational guidelines re updating and contact

Recording or documenting ongoing contact.

2.5 When communicating with victims and witnesses ensure your actions:

apply principles of equality, diversity and anti-discrimination practice

manage risks to health and safety

are recorded timely and accurately to meet requirements/ deadlines.

This may include:

The principles of equality and diversity

How to treat individuals according to their needs

How to perform a health and safety risk assessment for victims and witnesses

Completion and timely submission of relevant documentation.

3 Be able to provide initial support to victims and witnesses

3.1 Give initial support that is appropriate to the individuals’ needs.

Support may include:

Information

Practical assistance

Safety and protection

Medical help.

3.2 Explain clearly to individuals the range of services available from his/her organisation, providing details of how to access these services and those of other relevant organisations.

Range of services may include:

Crime prevention advice

Victim Support

Witness Care

Refuge

CPS.

3.3 Make clear and accurate records of:

the individuals’ immediate needs

the initial support provided to them.

This may include completion and timely submission of relevant documentation.

3.4 When providing initial support to victims and witnesses ensure your actions:


manage risks to health and safety.

This may include:



How to perform a health and safety risk assessment for victims and witnesses.

4 © OCR 2010


4 Be able to assess the needs and wishes of victims and witnesses for further support

4.1 Discuss with individuals the nature and extent of their needs helping them to identify their priorities and how they could be addressed.

This may include:

Using active listening skills to allow individuals to express their needs

Encourage individuals to discuss their needs through careful use of a range of communication skills.

Suggesting appropriate avenues of support.

4.2 Explain clearly to individuals the range of support and other services available from his/her and other organisations.


Information

Practical assistance

Safety and protection

Medical help

Crime prevention advice

Victim Support

Witness Care.

4.3 Make clear and accurate records of:

the individuals’ needs and wishes

the agreements reached with them

the resulting actions taken.

This may include recording information in pocket note books or other organisational documentation and reports.

4.4 When assessing the needs of victims, and witnesses ensure actions:


manage risks to health and safety.

This may include:



How to perform a health and safety risk assessment.

Assessment

Knowledge Element

Application of knowledge should be demonstrated in a learning and development environment prior to application in the workplace.

Workplace Assessment

Competence must be practically demonstrated on two occasions in the workplace.


Candidates must produce their own work and assessors use a range of assessment methods.

© OCR 2010 5

Candidates may provide evidence of knowledge and understanding prior to, or during the assessment phase.

Details of relationship between the unit and national occupational standards

Unit BE2, AA1, AB1, AE1, AF1, CA1.


For further information regarding administration for this qualification, please refer to the OCR document ‘Admin Guide: Vocational Qualifications’ (A850).

Unit Title: Gather and submit information to support law enforcement

objectives (CB1)

OCR unit number: D/502/5734

Level: Level 3

Credit value: 2




This unit is about gathering information which has the potential to become intelligence and which is, therefore, likely to assist and support law enforcement objectives. The learner will need to be able to work in accordance with the requirements of the National Intelligence Model used in their organisation (for example, National Intelligence Model for policing). They must identify information that has the potential to become intelligence from a variety of situations and sources (human and technical), and conduct an initial assessment and grading of that information.


The Learner will: 1 Know and understand

relevant legal and organisational requirements related to gathering and submitting information

The Learner can: 1.1 Identify the legislation,

policies, procedures, codes of practice and/or guidelines that relate to:

gathering, submitting, retaining, recording and disseminating information

race, diversity and human rights

health and safety

disseminating and disclosing confidential information and contacts.

This may include:

Human Rights Legislation

Freedom of Information

Criminal Procedure and Investigations Act 1996

PACE Codes of Practice

National Intelligence Model

Data Protection Act.

1.2 Identify the types and sources of information that has the potential to support law enforcement objectives.

This may include:

Information directly or indirectly received

Use of covert human intelligence sources

Technical sources of information.

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2 © OCR 2010


1.3 Describe the National Intelligence Model or a model relevant to their organisation and explain how it fits within their organisation.

This may include:

A description of the National Intelligence Model

Using the principles of the National Intelligence Model.

1.4 Explain the importance of maintaining the security, integrity and continuity of information and sources, and how this is achieved.

This may include:

Knowledge and use of the National Intelligence Model

The Data Protection Act

Knowing how to ensure the protection of sources.

1.5 Distinguish between information and evidence, and the procedures to follow for each.

This may include:

Knowledge and use of the National Intelligence Model

Knowledge and use of the different procedures for dealing with information and evidence.

2 Be able to gather and submit information that has the potential to support law enforcement objectives

2.1 Use ethical and lawful methods to gather information, ensuring that it’s security, integrity and confidentiality is maintained.

This may include the use of the National Intelligence Model principles to gather the information.

2.2 Conduct an initial evaluation of information, including an assessment of risk and take any necessary immediate action.

This may include:

Use of the 5x5x5 process for evaluating information

A risk assessment of the source and information provided.

2.3 Record information (including provenance) using appropriate systems and protocols.

This may include completion of relevant documentation to record the information and applied protocols.

2.4 Submit information to the appropriate person in an appropriate format and using recognised submission methods.

This may include:

Completion of relevant documentation to record the information and applied protocols

Correct local submission routes used to ensure the information reaches the appropriate person.

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2.5 Communicate effectively when gathering information and act in a way which:

promotes equality

respects diversity

values people as individuals

manages risks to health and safety.

This may include:

Treating individuals with respect and in accordance with the NIM guidelines and protocols.

Submission of recording documents in the required format, submission times and to the correct location.

Assessment

Knowledge Element

Application of knowledge should be demonstrated in a learning and development environment prior to application in the workplace


Competence must be practically demonstrated on three occasions of which at least two must be in the work place





Unit CB1, AA1, AB1, AE1, AF1, CA1



Unit Title: Provide an initial response to incidents (CD1)

OCR unit number: H/502/5735

Level: Level 3

Credit value: 4




This unit covers providing an initial response to incidents, including: crime, non-crime and traffic incidents. The learner will need to be able to gather information on the incident, establish the nature of the incident, and plan their actions accordingly. In the case of a major or critical incident, when first on the scene, they will need to take control of the incident until relieved by the appropriate person.



relevant legal and organisational requirements for responding to an incident



race, diversity, human rights

health and safety (self and others)

working with vulnerable groups

using personal safety techniques (including force).

This may include

P.A.C.E.& Codes of Practice

Health and Safety


Local Procedures.

1.2 Explain the reasons why it is important to provide an initial response to incidents in accordance with relevant legal and organisational requirements.

This may include:

Meeting national targets

Customer care

Quality of service.

1.3 Identify different types of incident for which an initial response is required, explaining the different procedures for response.

This may include:

Domestic Violence

Road Traffic

Public Order incident

Allegation of crime

Non crime incident.

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2 © OCR 2010


2 Be able to gather information and plan a response to an incident

2.1 Establish the nature of incidents based on an assessment of available information.

This may include:

Previous history

Known dangers

Witness information.

2.2 Obtain any necessary additional information which will support response to the incident.

This may include:

Scene of the crime

Scene of the incident

Casualties

Route taken by suspects

Allocated status of call

Number of suspects involved.

2.3 Prioritise and plan actions in accordance with the nature of the incident.

This may include:

Support for victims and witnesses

Searching methods

How to place road closures

Evidence gathering techniques.

3 Be able to respond to incidents

3.1 Liaise and communicate effectively with the following people regarding the incident, requesting other resources as necessary:

members of the public

control room

line management

other specialists, including external agencies.

This may include:

speaking to members of the public

Using a range technology to liaise with control room, line management & other specialists, including external agencies

Systems and protocols for communicating with other agencies.

3.2 Respond and take control of incidents, within appropriate timescales, according to current policy, demonstrating the ability to:

challenge and deal appropriately with unacceptable behaviour

use appropriate personal safety techniques

recognise individual needs with respect to race, diversity and human rights.

This may include:

Understanding response time requirements

How to deal with inappropriate behaviour

Systems for referring inappropriate behaviour

How to take control at a variety of incidents

Use of force legislation

How to apply appropriate safety techniques

Human Rights Legislation.

© OCR 2010 3


3.3 Demonstrate how to provide support to victims, witnesses and/or others.

This may include:

Providing appropriate support to victims, witness and other individuals involved with the incident

Victims/witness support groups.

3.4 Identify and prioritise casualties, and provide necessary assistance.

This may include:

How to administer first aid within the limits of your training and qualification.

3.5 Take action to protect the scene of the incident and preserve evidence.

This may include knowledge of:

How to secure the crime scene

Seizure procedures and powers.

3.6 Record the following and submit for supervision within agreed timescales:

information, intelligence and sources from the incident

decisions

actions

rationale.

This may include:

The types of documentation that must be completed

How to complete the incident related documentation

The timescales within which completed documentation must be completed and forwarded to others.

3.7 Respond to incidents ensuring that they:

act in a way that values people as individuals

use law enforcement actions proportionately, recording actions correctly, within agreed timescales.

This may include:

Knowledge and application of diversity and equality legislation

Knowledge and application of PACE

SOCAP Legislation

The types of documentation that must be completed

The timescales within which completed documentation must be completed and forwarded to others.

Assessment

Knowledge Element


4 © OCR 2010


Competence must be practically demonstrated on three occasions, covering two different types of incident.





Unit CD1, AA1, AB1, AE1, AF1, CA1


For further information regarding administration for this qualification, please refer to the OCR document ‘Admin Guide:Vocational Qualifications’ (A850).

Unit Title: Arrest, detain or report individuals (CD5)

OCR unit number: M/502/5737

Level: Level 3

Credit value: 4




This unit is about conducting arrests, detentions and reporting procedures. The learner will need to be able to conduct their actions legally and in a balanced and proportionate manner, considering the impact of their actions on others. They will need to use the correct techniques and deal with any contingencies that arise.



relevant legal and organisational requirements relating to the arresting, detention and reporting of individuals



arrest, detention and reporting procedures (including the legal rights of individuals subject to these actions)

documentation of actions, options, and decisions

documentation of rationale.

This may include:

P.A.C.E & Codes of Practice

SOCaP Legislation


Use of pocket note books or statements.

1.2 Explain why it is necessary to release the individual without delay where information is received that negates the need for arrest, detention or reporting.

This may include a knowledge and understanding of P.A.C.E. and Codes of Practice.

1.3 Describe the types of contingencies that may occur and how to deal with them.

These may include:

A requirement for assistance from colleagues or others

The disruptive involvement of others.

© OCR 2010 1

2 © OCR 2010


2 Be able to arrest and detain individuals

2.1 Ensure that there is sufficient evidence and legal authority to justify actions.

This may include:

Gathering a variety of evidence

Evidence from events

Evidence from witnesses

Evidence from technology such as CCTV

Legislation relevant to the circumstances.

2.2 Select and conduct actions in a manner that is justifiable and proportionate to the circumstances.

This may include:

Use of SOCaP Legislation

Use of reasonable force.

2.3 Take action to prevent the loss, damage, destruction or contamination of material/evidence.

This may include:

Seizing property

Seizing evidence

Securing scenes

Use of specialist services such as SOCO and Forensics.

2.4 Document decisions, actions, and rationale and submit the documentation in accordance with current policy and legislation.

This may include:

Use of pocket note book

Organisation command and control systems records

Local procedures for submission and timelines.

2.5 When conducting an arrest ensure you communicate effectively and that actions:

are lawful

ensure the safety of self and others

recognise diversity issues

value people as individuals.

This may include:

Having regard to P.A.C.E. and the Codes of Practice

Use of other legislation eg Criminal Law Act, SOCaP, Human Rights etc.

Treat individuals with respect and affording them their lawful rights.

3 Be able to report individuals

3.1 Ensure that there is sufficient evidence and legal authority to justify actions.

This may include:

Gathering a variety of evidence

Evidence from events

Evidence from witnesses

Evidence from technology such as CCTV

Legislation relevant to the circumstances.

© OCR 2010 3


3.2 select and conduct actions in a manner that is justifiable and proportionate to the circumstances.

This may include:

Arrest

Report

Detain

Release.

3.3 document decisions, actions, and rationale submitting the documentation in accordance with current policy and legislation.

This may include the use of:

Pocket note book

Statement

Evidence book.

3.4 when reporting individuals ensure that communication is effective and that actions:

are lawful

ensure the safety of self and others

recognise diversity issues

value people as individuals.

This may include:

Treating individuals with respect, according to their individual needs and affording them their lawful rights.

Assessment

Knowledge Element


Workplace Assessment:

Competence must be practically demonstrated in the workplace on two occasions each for learning outcomes 2 and 3.




You should refer to the ‘Admin Guide: Vocational Qualifications (A850)’ for Notes on Preventing Computer-Assisted Malpractice.


Unit CD5, AA1, AB1, AE1, AF1, CA1.

4 © OCR 2010



Unit Title: Conduct priority and volume investigations (CI101)

OCR unit number: 500/8021/0

Level: Level 3

Credit value: 5




This unit is about conducting investigations for priority and volume investigations and is applicable to the investigation of all types of priority and volume incidents. Candidates will need to be able to gather and assess the available information and intelligence, conduct a risk assessment, identify and preserve the initial scene(s), and identify and deal with material. They must also be able to develop initial lines of enquiry and deal with any victim(s), witnesses and suspects appropriately. In addition, they will need to ensure that the appropriate people are briefed about the status of the investigation to maintain continuity.


The Learner will: 1 Know and understand the

legal and organisational requirements in relation to conducting priority and volume investigations

The Learner can: 1.1 Describe the legislation,

policies, procedures, codes of practice in relation to conducting investigations.

This may include:

P.A.C.E. & Codes of Practice

SOCaP Act

Human Rights Legislation.

1.2 Explain what support should be provided to victim(s), potential witnesses and suspects.


Information

practical assistance

safety and protection

medical help.

1.3 Outline the types of investigation that are within their limits of responsibility.

Investigations may include:

Initial investigations

Volume crime

Extended investigations.

1.4 Specify the restrictions that apply to the disclosure of sensitive information.

Examples of disclosure restrictions may include those contained within:

SOCaP Act

P.A.C.E. & Codes of Practice

Human Rights legislation

Criminal Procedure and Investigations Act 1996.

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2 © OCR 2010


1.5 Explain the purpose and importance of risk assessments within the context of priority and volume investigations.

This may include:

Conducting risk assessments

Assess factors that may impact on the investigation.

2 Know and understand the professional practice applicable to conducting priority and volume investigations

2.1 Recognise the impact of crime and criminality upon the community.

Impact on the community may include:

Increased fear of crime

Loss of quality of life

Impact on community cohesion.

2.2 Describe the characteristics of crimes and how they are committed.

Examples of this may include:

Modus operandi

Using violence

Use of a weapon, firearm or other article

Repeat crimes

Serial offender

Linked crimes.

2.3 Describe the investigative process including the activities and decision making required to progress an investigation.

This may include:

Initial investigation

Preservation of scenes and evidence

Witness interviews

Use of specialist services such as forensics, SOCO

Use of intelligence

Suspect interviews.

2.4 Explain how applying an investigative mindset can contribute to the investigative process.

This may include:

Utilising all investigative techniques and methods

Considering the investigation from a suspects point of view.

3 Be able to conduct priority and volume investigations

3.1 Investigate the incident ensuring that they understand it’s nature.

Examples of this may include the use of:

Witness testimony

Intelligence sources

Scene examination

House to house enquiries

Use of technology eg CCTV

Forensic science.

© OCR 2010 3


3.2 Identify the need for any additional support (eg specialist, line management, external agencies) and take appropriate action to minimise risk.


Colleagues

Specialist services

Members of the public

Intelligence sources

Local authority services

Government agencies.

3.3 Identify and deal appropriately with victims, suspects and potential witnesses, assessing the factors likely to impact on the investigation (eg vulnerability, language, culture, lifestyle, repeat/linked incidents).

Examples of the factors may include:

Vulnerability

Language

Culture

Lifestyle

Repeat/linked incidents

Domestic circumstances.

3.4 Identify and take the necessary steps to protect and preserve the scene.

Steps may include:

Initial investigation

Prevent access to scenes

Use of specialist services such as forensics, SOCO.

3.5 Gather all available material, retain and record in line with current legislation and policy.

Examples of material may include:

Information

Objects

Identity of potential witnesses

Third party material.

3.6 Identify and prioritise all lines of enquiry (eg suspects, witnesses, victims, forensic/scientific, intelligence, property, technology).

Lines of enquiry may include:

Witnesses/victims

Suspects

Forensic/scientific

Intelligence

Property.

3.7 Identify and take steps to deal with any suspects.

Steps to deal with suspects may include:

Witness interviews

Scene enquiries

Forensic results

Identification procedures

Arrest

Interview and charge.

3.8 Deal with persons in custody diligently and expeditiously, ensuring the custody officer is kept informed of progress to reach a decision on disposal.

This may include:

Carrying out searches

Interview procedures

Charge and bail decisions

Liaison with external agencies including CPS.

4 © OCR 2010


3.9 Ensure that victims, witnesses and families are kept informed, and provided with any necessary support and protection.


Updating re the progress of the investigation

Referral to support agencies

Support for court attendance

Referral to compensation agencies.

3.10 Demonstrate whilst conducting an investigation that their actions

are lawful

promote equality and respect diversity

are communicated effectively.

This may include:

Knowledge and application of P.A.C.E. & Codes of Practice


How to treat individuals according to their needs.

4 Be able to complete and submit documentation relating to priority and volume investigations.

4.1 Fully document all actions taken in accordance with current policy and legislation.

Documents may include:

Pocket note book

Organisation specific reports

Command and control recording systems.

4.2 Prepare and submit case files in compliance with legislation and the manual of guidance for file completion.

Examples of case files may include:

Expedited

Remand

Full

Advice.

4.3 Prepare evidence for presentation to courts and other hearings.

Preparation for court may include:

Responding to court warnings

Making exhibits available

Supplying additional evidence to court

Confirm attendance if witnesses and victims

Appropriate personal behaviour.

4.4 Pass on any information and intelligence that may be relevant to other investigations, promptly, to the appropriate person or department.

Information and intelligence may include:

Court decisions

Individuals attending court.

© OCR 2010 5

Assessment

Knowledge Element



Competence must be practically demonstrated on two occasions in the workplace.






Unit CI101, AA1, AB1, AE1, AF1, CA1.



Unit Title: Interview victims and witnesses in relation to priority and

volume investigations (CJ101)


Level: Level 3

Credit value: 5




This unit is about interviewing victims and witnesses as part of priority and volume investigations. The unit covers interviews conducted at police premises or elsewhere. The learner must plan and prepare for both formal and informal interviews by developing an interview strategy, assessing the interviewee’s fitness for interview, and setting up an appropriate location. They must conduct interviews in accordance with legislation, policy and other guidelines using appropriate interviewing techniques and communication skills. Finally, learners are expected to evaluate interviews (including their own performance) and take any necessary further action in relation to investigations.



relevant legal and organisational requirements in relation to interviewing victims and witnesses

The Learner can: 1.1 Identify the key features of

legislation, policies, procedures, codes of practice, professional practice and organisational requirements and guidelines in relation to:

conducting interviews with victims and witnesses


health, safety, security and welfare

dealing with victims and witnesses in an ethical and effective manner

rules of evidence and disclosure.

This may include:

PACE & Codes of Practice



Organisational procedures and policies.

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2 © OCR 2010


2 Know and understand the principles of interviewing victims and witnesses

2.1 Describe the features of an interview strategy and indicate resources which can assist in developing the strategy.


Questioning techniques

Use of evidence/exhibits

Use of technology such as CCTV evidence.

2.2 Identify the relevant points they need to prove during the interview.

This may include knowledge:

The relevant legislation

Points of law to prove the offence.

2.3 Classify the categories of interviewee (eg vulnerable, intimidated, significant or other influencing factor).

Examples of witness category may include:

Vulnerable

intimidated

significant.

2.4 Explain the importance of appropriate timings, locations and environmental conditions to the conduct of interviews.

Reasons may include:

Compliance with custody requirements

Compliance with granted authorities

Best evidence gathering protocols

Seriousness of the offence

Type of offence.

2.5 Describe the features of approved interview techniques and communication methods.

Features may include:

Rapport building

Physical reinstatement

Contextual reinstatement

Recall

Recount

Evaluation

Questioning techniques.

2.6 Describe the types of contingencies (eg medical, welfare, hostile/reluctant behaviour, environmental conditions) that might arise during interview and how to deal with them.

Contingency may include:

Legal

Medical

Welfare

Abusive or aggressive behaviour

Technical faults.

3 Be able to plan and prepare interviews with victims and witnesses

3.1 Prepare a written plan for an interview taking into account the legal nature of the incident to be investigated and the circumstances under which interviews can be conducted.

Plan may contain:

Offence information

Points to prove

Legal requirements

Time lines

Existing information

© OCR 2010 3


3.2 Determine whether the individual is fit for interview by making a basic assessment of:

physical condition

mental condition

emotional condition.

Determination may include:

By medical practitioner

By interviewing officer

By interviewee

By appropriate adult/supporter.

3.3 Plan and prepare for interviews by:

identifying the category of interviewee (eg vulnerable, intimidated, significant)

reviewing all available material

consulting with relevant others (eg interview supporters, health care professionals, interpreters, prosecutors)

establishing an appropriate time, place and environmental conditions for the interview

setting up the necessary interview location and resources (eg relevant documentation, exhibits, appropriate adult or interpreter).

Identification may include:



By interviewee


Relevant others may include:

Appropriate adults

interview supporters

health care professionals

interpreters

prosecutors. Appropriate place may include:

Interviewees home

Police station

Interview facility

Hospital.

4 Be able to conduct interview with victims and witnesses

4.1 Explain the interview process to all those present and confirm their understanding.

An explanation may include:

The use of video

Use of note taking

Statement writing procedure

Individual responsibilities

Legal entitlements

Interview format.

Confirmation of understanding may include:

Verbal confirmation

Signatures.

4 © OCR 2010


4.2 Conduct interviews with victims and witnesses in a manner which:

maintains the security and welfare of all present

is ethical and effective

employs appropriate interview techniques and communication methods to obtain an accurate account

makes appropriate use of exhibits

addresses any contingencies which arise (eg medical, welfare, hostile/reluctant behaviour, environmental conditions).

Conducting interviews may include

Preparation and planning

Rapport building



Recall

Recount

Evaluation


Allow the interviewee appropriate rights

Caring for the interviewee’s welfare

Resolve appropriately a range of contingencies.

4.3 Complete all relevant documentation, and obtain any necessary endorsements (eg interview notes, pocket notebook, criminal justice statements, including victim personal statements and exhibit forms).

Examples of documentation may include;

interview notes

pocket notebook,

criminal justice statement

victim personal statements

exhibit forms.

4.4 Conclude the interview by informing all those present of the next steps including, where appropriate, the relevant legal processes.

The conclusion may include:

Stating the interview has come to an end

Completion of relevant forms and documents

Providing advice about court attendance

Offering support from other agencies.

5 Know how to evaluate and carry out post-interview procedures with victims and witnesses

5.1 Evaluate the interview and all available material and prioritise any further action (eg pursue further lines of enquiry, brief others, update intelligence systems).

Evaluation may include:

Review of witness statements

Review of interview Further action may include:

Additional enquiries

no further action.

© OCR 2010 5


5.2 Update relevant others based on the evaluation of the interview.


CPS

Criminal Justice Units

Supervisors and Managers

Legal advisors

Colleagues.

5.3 Evaluate their own performance in interviews and identify any learning points.


Discussion with colleagues

Reflective practice

Review of interview video tapes

Review of statements.

Assessment

Knowledge Element



Competence must be practically assessed on three occasions in the workplace, two interviews must be with a victim(s) and one interview must be with a witness.






CJ101, AA1, AB1, AE1, AF1, CA1.



Unit Title: Interview victims and witnesses in relation to priority and

volume investigations (CJ101)


Level: Level 3

Credit value: 5




This unit is about interviewing victims and witnesses as part of priority and volume investigations. The unit covers interviews conducted at police premises or elsewhere. The learner must plan and prepare for both formal and informal interviews by developing an interview strategy, assessing the interviewee’s fitness for interview, and setting up an appropriate location. They must conduct interviews in accordance with legislation, policy and other guidelines using appropriate interviewing techniques and communication skills. Finally, learners are expected to evaluate interviews (including their own performance) and take any necessary further action in relation to investigations.



relevant legal and organisational requirements in relation to interviewing victims and witnesses

The Learner can: 1.1 Identify the key features of

legislation, policies, procedures, codes of practice, professional practice and organisational requirements and guidelines in relation to:

conducting interviews with victims and witnesses


health, safety, security and welfare

dealing with victims and witnesses in an ethical and effective manner

rules of evidence and disclosure.

This may include:

PACE & Codes of Practice



Organisational procedures and policies.

© OCR 2010 1

2 © OCR 2010


2 Know and understand the principles of interviewing victims and witnesses

2.1 Describe the features of an interview strategy and indicate resources which can assist in developing the strategy.



Use of evidence/exhibits

Use of technology such as CCTV evidence.

2.2 Identify the relevant points they need to prove during the interview.

This may include knowledge:

The relevant legislation

Points of law to prove the offence.

2.3 Classify the categories of interviewee (eg vulnerable, intimidated, significant or other influencing factor).

Examples of witness category may include:

Vulnerable

intimidated

significant.

2.4 Explain the importance of appropriate timings, locations and environmental conditions to the conduct of interviews.

Reasons may include:

Compliance with custody requirements

Compliance with granted authorities

Best evidence gathering protocols

Seriousness of the offence

Type of offence.

2.5 Describe the features of approved interview techniques and communication methods.

Features may include:

Rapport building



Recall

Recount

Evaluation

Questioning techniques.

2.6 Describe the types of contingencies (eg medical, welfare, hostile/reluctant behaviour, environmental conditions) that might arise during interview and how to deal with them.

Contingency may include:

Legal

Medical

Welfare

Abusive or aggressive behaviour

Technical faults.

3 Be able to plan and prepare interviews with victims and witnesses

3.1 Prepare a written plan for an interview taking into account the legal nature of the incident to be investigated and the circumstances under which interviews can be conducted.

Plan may contain:

Offence information

Points to prove

Legal requirements

Time lines

Existing information

© OCR 2010 3


3.2 Determine whether the individual is fit for interview by making a basic assessment of:

physical condition

mental condition

emotional condition.

Determination may include:



By interviewee


3.3 Plan and prepare for interviews by:

identifying the category of interviewee (eg vulnerable, intimidated, significant)

reviewing all available material

consulting with relevant others (eg interview supporters, health care professionals, interpreters, prosecutors)

establishing an appropriate time, place and environmental conditions for the interview

setting up the necessary interview location and resources (eg relevant documentation, exhibits, appropriate adult or interpreter).

Identification may include:



By interviewee



Appropriate adults

interview supporters

health care professionals

interpreters

prosecutors. Appropriate place may include:

Interviewees home

Police station

Interview facility

Hospital.

4 Be able to conduct interview with victims and witnesses

4.1 Explain the interview process to all those present and confirm their understanding.

An explanation may include:

The use of video

Use of note taking

Statement writing procedure

Individual responsibilities

Legal entitlements

Interview format.

Confirmation of understanding may include:

Verbal confirmation

Signatures.

4 © OCR 2010


4.2 Conduct interviews with victims and witnesses in a manner which:

maintains the security and welfare of all present

is ethical and effective

employs appropriate interview techniques and communication methods to obtain an accurate account

makes appropriate use of exhibits

addresses any contingencies which arise (eg medical, welfare, hostile/reluctant behaviour, environmental conditions).

Conducting interviews may include

Preparation and planning

Rapport building



Recall

Recount

Evaluation


Allow the interviewee appropriate rights

Caring for the interviewee’s welfare

Resolve appropriately a range of contingencies.

4.3 Complete all relevant documentation, and obtain any necessary endorsements (eg interview notes, pocket notebook, criminal justice statements, including victim personal statements and exhibit forms).

Examples of documentation may include;

interview notes

pocket notebook,

criminal justice statement

victim personal statements

exhibit forms.

4.4 Conclude the interview by informing all those present of the next steps including, where appropriate, the relevant legal processes.

The conclusion may include:

Stating the interview has come to an end

Completion of relevant forms and documents

Providing advice about court attendance

Offering support from other agencies.

5 Know how to evaluate and carry out post-interview procedures with victims and witnesses

5.1 Evaluate the interview and all available material and prioritise any further action (eg pursue further lines of enquiry, brief others, update intelligence systems).


Review of witness statements

Review of interview Further action may include:

Additional enquiries

no further action.

© OCR 2010 5


5.2 Update relevant others based on the evaluation of the interview.


CPS

Criminal Justice Units

Supervisors and Managers

Legal advisors

Colleagues.

5.3 Evaluate their own performance in interviews and identify any learning points.


Discussion with colleagues

Reflective practice

Review of interview video tapes

Review of statements.

Assessment

Knowledge Element



Competence must be practically assessed on three occasions in the workplace, two interviews must be with a victim(s) and one interview must be with a witness.






CJ101, AA1, AB1, AE1, AF1, CA1.



Unit Title: Searching individuals in a policing context (CK1)


Level: Level 3

Credit value: 3




This unit is about searching individuals for items suspected of being evidence of an offence, or for prevention of harm to self or others.



legal and organisational requirements in relation to searching individuals



searching individuals


health and safety

working appropriately with children and young people

the use of personal safety techniques (including force)

dealing with individuals in an ethical manner

documenting decisions, actions, options and rationale.

This may include:

P.A.C.E. and Codes of Practice


Health and Safety Legislation

Local procedures

Children’s Act

Criminal Law Act.

1.2 Explain the reasons why it is important to search individuals in accordance with relevant legal and organisational requirements.

Explanations can be given:

Verbally

In writing.

© OCR 2010 1

2 © OCR 2010


1.3 Describe how to ensure that they have the grounds, legal authority and correct conditions for carrying out searches.

This may include:

Reasonable suspicion

Actions of individuals

Intelligence received.

1.4 Describe the types of risks and contingencies that may arise when searching individuals and how to deal with them.

Risks and contingencies may include:

Violent reaction

Interference from others

Injury

Verbal abuse

Needles and other drug paraphernalia.

Ways of dealing with these may include:

Assistance of colleagues

Use of appropriate searching techniques

Safe search location.

2 Be able to search individuals

2.1 Establish the grounds and legal authority to carry out the search.

This may include reasonable grounds to suspect possession of:

Stolen goods

Drugs

An offensive weapon

Any article made or adapted for use in certain offences

Knives

Items which could damage or destroy property

Other authorities.

2.2 Communicate effectively with those present throughout the search (including informing the individual of the purpose and grounds for the search, their rights, and the results of the search).

Information may include:

Grounds for search

Proof of identity

information on police powers to stop and search

your rights

the police officer's name and police station

what they think they might find when they search you

Copy of search record.

© OCR 2010 3


2.3 Control individuals in order to prevent loss or contamination of evidence, escape of individual(s) or harm to any person, using appropriate personal safety techniques where necessary.

Examples of control may include:

Use of communication skills

Handcuffs

Assistance of colleagues

Location of search.

2.4 Conduct the following searches using appropriate search methods:

of individuals not under arrest

of individuals post arrest

of any connected property.

This may include:

Quadrant search

Non intimate search.

2.5 Identify and seize any item covered by the relevant search power.

This may include knowledge of Powers to seize items (P.A.C.E.)

2.6 Package and store evidence seized in order to maintain its integrity and continuity.

This may include:

Techniques for packaging different items

Security of evidence

Continuity of evidence handling

Local property storing procedures.

2.7 Document the following:

decisions

actions

options

rationale.

Documenting decision may include:

Pocket note book

Criminal justice statement

Search record

Property registers


4 © OCR 2010


2.8 Search individuals, communicate effectively and:

promote equality

respecting diversity

valuing people as individuals


use law enforcement actions proportionately, recording actions correctly in agreed timescales.

This may include:

Treating property with respect

Treating individuals according to their needs

Respect for religion/culture.

Assessment

Knowledge Element



Competence must be practically demonstrated on two occasions in the workplace for all the learning outcomes




For further information regarding administration for this qualification, please refer to the ‘Admin Guide: Vocational Qualifications (A850)’ for Notes on Preventing Computer-Assisted Malpractice.


Unit CK1, AA1, AB1, AE1, AF1, CA1



Unit Title: Search vehicles, premises and open spaces (CK2)

OCR unit number: D/502/5605

Level: Level 3

Credit value: 4




This unit is about searches of vehicles, premises and open spaces.

The search must be conducted in a legal and ethical way, using approved search methods. They will need to establish that they have the grounds and legal authority to carry out the search. Where evidence is found this may be seized, packaged and stored in a manner that maintains its integrity and continuity. They will also need to complete any necessary documentation


The Learner will: 1 Understand legal and

organisational requirements in relation to searching vehicles, premises and open spaces

The Learner can: 1.1 Identify current and

relevant legislation, policies, procedures, codes of practice and guidelines for searching premises, vehicles and open spaces.

This may include



Local search procedures.

1.2 Identify current and relevant legislation, organisational requirements and national guidelines in relation to:


health and safety

working appropriately with children and young people.

This may include




Local procedures

Children’s Act.

1.3 Explain how to maintain the health and safety of yourself and others during the search.

This may include:


National approved searching techniques

Colleagues assistance.

© OCR 2010 1

2 © OCR 2010


1.4 Identify the contingencies that may occur and explain how to deal with them (eg firearms, drugs, explosives).

Contingencies may include:

Firearms

Drugs

Explosives

Physical violence

Verbal abuse

Interference from others.

1.5 Identify the information which must be provided to relevant person(s) during the search procedures.

Information may include:

Grounds for search

Proof of identity (Warrant Card)

information on police powers to stop and search

your rights

the police officer's name and police station

what they think they might find when they search you

Copy of search record.

2 Be able to prepare to search vehicles, premises and open spaces

2.1 Establish the grounds and legal authority to carry out the search.

May include reasonable grounds to suspect possession of:

Stolen goods

Drugs

An offensive weapon

Any article made or adapted for use in certain offences

Knives

Items which could damage or destroy property.

2.2 Carry out planning appropriate to the circumstances and conduct an accurate risk assessment.

Planning may include:

Area to be searched

Location of search

Necessary warrant or authorities

Risks and hazards

Approach routes.

2.3 Manage the health and safety of self and others prior to the search.

Managing health and safety may include:

Risk assessment

Suitable control measures

Safety briefings.

© OCR 2010 3


2.4 Identify the search area (eg vehicles, premises, open spaces), confirming that the location corresponds with the details on any search authority.


Reference to intelligence

Confirmation with plans and operational orders

Review of information.

2.5 Inform the appropriate individuals of the purpose, authority and grounds for the search, and their rights in accordance with legislation.

Individuals may be informed:

Verbally

In writing

Provision of a copy of any warrant

Provision of copy of search record.

2.6 Deal with individuals in an ethical manner, recognising their needs with respect to race, diversity and human rights.




Respect for religion/culture.

3 Be able to conduct searches of vehicles, premises and open spaces

3.1 Conduct the search in an ethical and effective manner, recognising the individuals’ and community needs with respect to race, diversity and human rights and management of the health and safety of self and others during and after the search.




Respect for religion/ culture

Search in line with national search techniques

Search in line with PACE and Code of Practice.

3.2 Deal with personal property respectfully and in accordance with current policy.

This may include:

Replacing items of property

Only searching in relevant places

Arranging for damage to be repaired.

3.3 Respond to any contingencies appropriately and in accordance with current policy and legislation.

Contingencies may include:

Violent reaction

Interference from others

Disposal of evidence

Dogs or other animals.

3.4 Liaise with all relevant parties to maintain the effectiveness of the search.

Relevant parties may include:

Colleagues

Supervisors/managers

Control room

Specialists search officers

Press

Property owner.

4 © OCR 2010


3.5 Conduct the search using approved and appropriate search methods.

This may include:

Method of entry to premises

Wall to wall searching

Grid marking for land searches

Use of search dogs.

3.6 Identify and seize any item suspected of being evidence of an offence.

This may include knowledge of powers to seize items (P.A.C.E.).

3.7 Package and store any evidence seized to maintain its integrity and continuity.

This may include:

Techniques for packaging different items

Security of evidence

Continuity of evidence handling

Local property storing procedures.

3.8 Leave the search area (eg vehicles premises, open spaces) in an appropriate condition and conclude the search procedures in accordance with current legislation and policy.

This may include:

Arranging for securing of premises

Arranging for damage to be repaired

Informing the owner

Leaving a copy of any warrant/search record.

3.9 Document all decisions, actions, options and rationale in accordance with current policy and legislation.

Documenting decision may include:

Pocket note book

Criminal justice statement

Search record

Property registers


Assessment

Knowledge Element



Competence must be practically demonstrated, in the workplace, on three occasions, once for each type of search, ensuring that all assessment criteria are covered



Unit Title: Manage conflict in a policing context (GC10)

OCR unit number: L/502/5731

Level: Level 3

Credit value: 3

Guided learning hours: 30 (Diploma) 15 (Certificate)



This unit covers managing conflict ie recognising and dealing with a range of behaviours and actions. The learner must respond in ways that do not provoke conflict, and seeking to defuse situations where such behaviour is present. They must use appropriate personal safety skills (including self defence and restraint) and equipment.


The Learner will: 1 Understand legislation and

other relevant guidance related to managing conflict


organisational requirements, national guidelines and personal responsibilities (including level of training and duty of care) that relate to managing conflict.

This may include:


SOCAP Legislation

PACE and Codes of Practice

Health & Safety Legislation

National Training protocols

ACPO Guidance.

1.2 Explain why it is important to adhere to national guidelines relating to working appropriately with children and young people.

This may include:

Safeguarding young people

Local policy.

1.3 Explain the procedures for recording and reporting incidents involving personal safety skills and equipment.

This may include:

Promptly recording and reporting what happened

Completing all necessary records

What reports have to be made and records kept having managed a conflict situation.

© OCR 2010 1

2 © OCR 2010


2 Be able to apply conflict management skills and techniques

2.1 Gather information in order to make a threat assessment.

This may include:

Body language

Behaviour or language

Events

History

Risk assessment.

2.2 Select and apply an appropriate tactical option, based on a threat assessment, legislation, training and organisational policy, calling for any necessary assistance, back-up and support if required.

This may include:

Showing respect for people, their property and rights

The principles of risk assessment

Triggers for behaviour

Planning how to leave a situation

Selection and application of the most appropriate tactical option

Use of appropriate techniques.

2.3 Communicate with people in a way that:

shows respect for them, their property and their rights

is appropriate to them

is free from discrimination and oppressive behaviour

ensures that your actions and words signal non-aggression at the appropriate times

remains alert to verbal and non-verbal communication pertaining to danger cues

uses language and speech; actions, gestures and body language; space and position appropriately.

This may include:


An understanding of non-verbal communication techniques and signs

Understanding body language and the implications

Use of effective and appropriate communication channels

Listening skills.

© OCR 2010 3


2.4 Take action to defuse conflict with both compliant and non-compliant people that:

will not make the situation worse and promotes calmness and reassurance

is consistent with the organisation’s policies, procedures and your legal responsibilities and training.

This may include:

Understanding of the Conflict Resolution Model

Application of the Conflict Resolution Model.

Knowledge of organisational policies and procedures.

2.5 When applying conflict management skills ensure your actions:

act in a way that values people as individuals


use law enforcement actions proportionately, recording actions correctly and timely.

This may include:

Understanding of the Conflict Resolution Model

Application of the Conflict Resolution Model.


Promptly recording and reporting what happened

Completing all necessary records.

3 Use personal safety skills and any issued equipment

3.1 Use appropriate skills at the incident ensuring that:

force used during the incident is reasonable, proportionate and necessary

a duty of care and aftercare is demonstrated.

This may include:

Relevant legislation

How to apply reasonable, necessary and proportionate force

Local procedures for aftercare.

4 © OCR 2010


3.2 carry and use approved

personal protective and communication equipment in line with organisational operating procedures and training in order to:

communicate accurate and clear information to the individual(s), colleagues and other specialist staff

promptly and accurately report on the incident, justify or evidence the action taken.

For the PCSO and Police officer, this may normally include:

PPE

Communication techniques and channels with others

What documentation and records need to be completed and submitted

For the Police officer, this may also normally include:

Handcuffs

Baton

Incapacitating spray This may include:

Using a range of communication technologies and methods.

3.3 Promptly inform a

supervisor of the actions taken during the incident.

3.4 When using personal safety skills and equipment ensure:

people are valued as individuals

risks to health and safety are managed

law enforcement actions are used proportionately and actions are recorded and used correctly and timely.

This may include:

Showing respect for people, their property and their rights

Minimising risk to health and safety by use of appropriate options and aftercare

Completing and submitting the correct documentation and records.

Assessment


Competence must be practically demonstrated in the workplace for all learning outcomes




You should refer to the ‘Admin Guide:Vocational Qualifications (A850)’ for Notes on Preventing Computer-Assisted Malpractice.

© OCR 2010 5


GC10, AA1, AB1, AE1, AF1, CA1.


For further information regarding administration for this qualification, please refer to the OCR document ‘Admin Guide:Vocational Qualifications’ (A850).