1. Communicate a critical evaluation of contemporary theories and policing practice in your own area of police operational activity.¿¿

Communication, Learning¿¿

2. Demonstrate a systematic understanding through critical reflection of personal and organisational development needs.¿¿¿

Reflection, Enquiry¿

This reflection-based assessment requires students to critically evaluate contemporary policing theories and practices within their operational area, demonstrating analysis and understanding. They must reflect systematically on personal and organisational development needs, identifying areas for growth and improvement as they transition into the workplace and beyond the PCDA programme. Areas identified for personal development will be useable in the workplace as student officers become subject to Professional Development Review (PDR) processes in their force areas and will help ongoing developmental discussion with line managers.

This inclusive assessment design presents an opportunity for students to innovate and reflect in different mediums to meet the learning outcomes and suit their individual strengths, for example:

Written Reflection - 2000 words. A structured written piece critically evaluating policing theory and practice, with personal reflection and development planning.

Audio/Visual Presentation - 15 minutes. An audio/visual recording showing critical thinking and personal reflection on your professional development.

Narrated PowerPoint - 15 minutes. A recorded slideshow presentation that explains your analysis and reflection as if presenting to peers or supervisors.

Academic Poster - Visually synthesised equivalent of 2000 words. A standalone academic poster that communicates your critical analysis and personal development insights using concise text and strong visuals.

Infographic+ Commentary - Infographic + 1000-word commentary. A simplified, visually structured overview of key ideas, backed up by a short-written piece reflecting on theory, practice, and personal growth.

This module gives the students an opportunity to reflect on their learning and operational experiences in a structured manner that emphasises their continuous professional development.

The inclusive assessment design enables the student to select an assignment format that aligns to their own individual learner strengths and supports individual learning needs.

This is a core module that allows students to demonstrate their advanced professional competency through submission of a portfolio linked to their operational application of the 15 core duties of a constable, incorporating a record of supporting evidence drawn from written or digital workplace submissions/records.

This is an independent project led by the student with support and academic supervision provided by a personal tutor, group tutorials are provided to offer further support.

IfATE Police Constable (Degree Apprenticeship) Standard

University recommended books:¿

Blackstones Policing Manuals Volume 1 – Crime

Blackstones Policing Manuals Volume 2 – Evidence and Procedure

Blackstones Policing Manuals Volume 3 – General Police Duties

Blackstones Handbook for Policing Students

Blackstones Crime Investigators Handbook

College of Policing What Works website and APP.¿

Rolfe, G., Freshwater, D. and Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide. Basingstoke: Palgrave Macmillan.

Society of Evidence Based Policing

Blackboard VLE

MS Teams

University library and associated online learning materials.

Live streaming/recording equipment/software.