Policing Community and Partner
Run by School of History, Law and Social Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Mr Dewi Roberts
Overall aims and purpose
This module introduces students to the complexity of modern day policing in England and Wales. It discusses key aspects of what has been called the extended police family, in terms of police constable and civilian roles within the police service, as well as partner organisations involved in policing and community safety. It will introduce relationships between the individual police force, national organisations such as the National Crime Agency, and local partners such as probation, multi-agency public protection agencies, etc.
This module discusses the concepts of the extended police family including a historical review of its creation and underpinning supporting legislation. It explains the structure of UK police services and the roles of people working in them, for them and alongside them in the form of partner organisations and volunteer roles. The course then discusses community safety and the frameworks designed to support the concept including the role of communities themselves. Theory explaining crime, criminality and victimisation is discussed and some of the possible preventative interventions are explored. Finally, the module explores the drivers and resistors effecting partnership working in respect to the prevention of harm. Guest speakers will support learning in discussion sessions delivered by North Wales Police employees working within the community safety framework.
Highly focused, well structured and presented written submissions with logically presented and defended arguments. No factual/computational errors. A comprehensive knowledge with detailed understanding of the subject area with evidence of extensive background study. Original interpretation shown with confidence which engages in dialogue with reader. All claims supported and evidenced from valid sources and referenced to Harvard standards. Presentations show clear structure (Presentation aims. Order of points. Clarity of layout. Conclusions. Use of PowerPoint). A strong flow to the argument with avoidance of repetition. Content shows clear relevance to topic with suitable concepts and language. Research-based knowledge and understanding of the topic is sound using good choice of examples, cases and illustrations. Delivery shows timing and pace, ease of expression and avoidance of reading aloud from script. Confidence is apparent through audience engagement (e.g. eye contact), tone of voice and body language.Questions and debate resulting from the presentation are responded to without hesitation. Bibliography and referencing are accurate and Harvard compliant.
Written submission only poorly focused on question and with some irrelevant material and poor structure. Arguments presented but lack coherence. Several factual /computational errors. Knowledge of key areas/principles only and author shows weaknesses in understanding of the subject area. Limited evidence of background study with no original interpretation and many weaknesses in presentation and accuracy. Answers the questions in a limited way and demonstrates a basic understanding of the topic however most claims are unsupported or supported only by evidence from invalid sources. Little content is cited and referenced to Harvard standards. Only major links between topics are described with limited problem solving. Presentation shows many weaknesses and inaccuracies in structure (Presentation aims. Order of points. Clarity of layout. Conclusions. Use of PowerPoint), argument. Content shows little relevance to topic with poor use of concepts and language. Research-based knowledge and understanding of the topic is weak which is unsupported by examples, cases and illustrations. Delivery shows weakness in timing and pace, ease of expression and presenter tends toward reading aloud from script. Little confidence is evident through audience engagement (e.g. eye contact), tone of voice and body language. Questions and debate resulting from the presentation are not responded to adequately. Bibliography and referencing are poor or not evidenced.
Written submission tends to focus on question but also with some irrelevant material and weaknesses in structure. Arguments presented but lack coherence. Has several factual / computational errors. Reasonable knowledge of key areas/principles is apparent and author understands the main elements of the subject area. Limited evidence of background study evident with no original interpretation and some weaknesses in presentation and accuracy. Some claims are supported with evidence from valid sources and some sources are cited/referenced to Harvard standards. No original interpretation is evidenced and only major links between topics are described with limited problem solving. Author shows limited evidence of background study. Presentation shows weaknesses and inaccuracies in structure (Presentation aims. Order of points. Clarity of layout. Conclusions. Use of PowerPoint), argument. Content shows adequate relevance to topic with acceptable concepts and language. Research-based knowledge and understanding of the topic is fair using adequate examples, cases and illustrations. Delivery shows some weakness in timing and pace, ease of expression and presenter tends toward reading aloud from script. Confidence is acceptable through audience engagement (e.g. eye contact), tone of voice and body language. Questions and debate resulting from the presentation are responded to with some hesitation. Bibliography and referencing are acceptable and tend to be Harvard compliant.
Examine effective partnership working to prevent harm
Understand key concepts in relation to the extended police family
Be familiar with key organisations involved in maintaining community safety
Examine how partnership working responds to theoretical frameworks explaining crime
Examine the role of the community in community safety
|Group presentation - Partnerships and the community||40.00|
|Examine the role of communities in community safety||60.00|
Teaching and Learning Strategy
Lectures - 2 hours per week over 12 weeks
Seminars - 1 hour per week over 12 weeks
Private study includes group study for group presentation
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- The context of contemporary policing; police culture; models of policing including community policing, evidence-based policing; the extended police family
- Different theoretical approaches to the study, analysis and explanation of crime, deviance, victimization and policing; relationships between crime and social change and the impact of globalization
- Competence and confidence in using evidence in policing including identifying and deploying a range of research strategies including qualitative and quantitative methods and the use of published data sources and to select and apply appropriate strategies for specific research problems
- Ability to locate, manage, and analyse secondary data, as well as generating and evaluating empirical evidence
- Appreciate the complexity and diversity of the ways in which crime is constituted, represented and dealt with; and making reasoned arguments
- Assess the merits of competing theories relevant to crime, victimisation and policing as well as other responses to crime and deviance
- Gather, retrieve and synthesise data and information; reporting and presenting data analyses graphically and in writing
Resource implications for students
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/sxy-1009.html
Newburn, T. (2011) Handbook of Policing. Abingdon: Routledge. Rogers, R. (2006) Crime Reduction Partnerships. Oxford: Oxford University Press. Merrit, J. (2009) Law for Student Police Officers. Exeter: Learning Matters.
Courses including this module
Compulsory in courses:
- L436: BSc Professional Policing (Pre-join) year 1 (BSC/PP)