Student No: 10503816 Assignment 1 Part 1

Assignment 1 - Part 1

The remit of lifelong learning institutes ranges from colleges to work based learning. These

institutes cater for a large and diverse number of students from various backgrounds and

age groups. Such institutes have been advocates of lifelong learning for many years by

providing educational pathways and different formats of learning (e.g. online learning)

(Huddleston & Unwin 2013, p 30- 31). This essay will critically review the roles and

responsibilities of teachers with particular reference to planning and assessment in

practice.

The roles and responsibilities of teachers in the lifelong learning sector has progressed

from traditional pedagogy (Curzon (2004, p256) to the adopting student led learning in

accordance with Knowles et al (2005) principles of andragogy. Teachers’ roles include

identifying individual learning needs. Therefore, teachers should consider learners’

previous experiences and their ‘desire to be autonomous and self-directing’ (Knowles et al

(2005), Knowles (1975) cited in Gravells & Simpson (2008) p25 and Smith 2002, online).

In order to fulfill their roles, teachers have to develop an understanding of the learning

process and educational learning theories. Being aware of the approach to learning

learners take will assist teachers particularly with regard to planning and assessment.

The role of a teacher is more extensive than it was in the past and requires greater

adaptability. Teachers have to develop a relationship of mutual respect with the students

(Gravells & Simpson 2008, p21). The role of a teacher includes mentoring learners and

having one to one tutorials and supervision (e.g. projects, induction) (Gravells 2011, p21).

Communication is another essential role of the teacher in facilitating learning (Scales

2008, p4). It is imperative that teachers are aware of how they communicate with learners

(verbal and non-verbal) and the impact it can have on effective learning (Scales 2008, p12,

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Student No: 10503816 Assignment 1 Part 1

13). Record keeping is within the remit of the teacher, who is obliged to complete

attendance and individual learning records (Gravells 2011 p21). These assist with

monitoring learners’ progress. Teachers are expected to meet the criteria of syllabuses

and the curriculum. This can impact on lesson content (Huddleston & Unwin 2013, p 52),

however, teachers can employ a variety of teaching strategies to provide a stimulating

environment to help reinforce learning (Curzon 2004, p11).

Teachers’ roles extend beyond the confines of the classroom. Teachers can be required

to attend meetings and conferences (Gravells 2011, p22). Learners with particular needs

may require the teacher to adopt the role of a counsellor or exercise duty of care in relation

to safeguarding issues (Gravells 2011, p21). Within this context it is important for teachers

to recognise the boundaries within their role. Teachers should be aware of the facilities

within the institute in order to appropriately sign post learners to relevant specialist

support. Boundaries help to distinguish what is appropriate or inappropriate behaviour

(Plaut 1993, p211). For example, as a teacher in higher education emailing learners on a

social media website and providing personal telephone numbers would not be appropriate

(Gravells (2011, p 23) Aultman et al (2009, p637)).

Planning and assessment are integral roles within teaching practice. Kolb (1984) (cited in

Huddleston & Unwin 2013, p86) developed a cycle of experiential learning. Kolb suggests

learners learn by doing. In contrast Race’s (1993, online) Model of Learning, views each

step of the learning process as active and interconnected rather than sequential.

Therefore, according to Race (1993), teachers’ feedback will influence the other aspects of

learning, for example as doing and digesting. Planning should include activities that allow

learners to actively participate in lessons and where possible mirror real-life (Gravells &

Simpson 2008, p22). In consideration my scheme of work and lesson plan, the learners’

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Student No: 10503816 Assignment 1 Part 1

activities will include role-play interviews and advising fictional clients (refer to appendix 1,

2 &3).

The motivation of learners, as advocated by Maslow, should be reflected within the

planning of lessons. Teachers should consider barriers to learning inside and outside of

the classroom. Maslow’s (1968) theory of hierarchy of needs (cited in Huddleston & Unwin

2013,p 99) states that when learners’ needs are met, they are motivated to progress from

the lowest level (physiological needs) to the optimum level of self-actualisation

(Huddleston & Unwin 2013,p 99). Maslow states all these needs have to be met for

effective learning to occur (Huddleston & Unwin 2013, p99). One of the main criticisms of

this theory is that learners can be at different levels of the hierarchy of needs at the same

time (Riley 2012, online). I agree that learners can engage at different levels

simultaneously but is of the opinion that this approach is useful in viewing learners from a

holistic point of view.

Gagne (1988) (cited in Huddleston & Unwin (2013,p 97-98)) developed a variation of neo-

behaviourist learner model beginning with intellectual skills. Huddleston and Unwin (2013,

p98) summarised Gagne’s model by placing motivation as the first step in the process.

Teachers should be fully aware that motivation depends on intrinsic and extrinsic factors

(Rogers 2002, p95). Intrinsic factors arise from internal pressures or doing something for

an internal reward. Extrinsic factors are external incentives or pressures, for example:

parental pressure to attend a course or employer requirement (Rogers 2002, p95).

Learners are multi-dimensional and have other aspects to their lives. I have taken into

account the first stage of Gravell’s learning cycle (2008, p22) of identifying needs. The

lesson plan has been designed to take into the account the variety of reasons why

learners will embark on a course. In my placement, I will use a selection of teaching

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Student No: 10503816 Assignment 1 Part 1

strategies, such as differentiation, which will accommodate all learning styles (Gravells

2011, p21). This is in opposition to the recommendations of Coffield (2004, p56) who

states there is a lack of empirical research evidence that learners adopt particular learning

styles. I consider that an awareness of learning styles assists with planning. The scheme

of work, week 1 and the lesson plan includes watching a video, listening to teaching

instruction and role-play. Use of these strategies is conducive to learning which includes a

mixture of visual, aural and kinesthetic learning styles.

The next stages of Gravell’s learning cycle are designing and planning (2008, p22).

Teachers should be aware that learners’ level of motivation also determines their

engagement in surface or deep learning (Reece & Walker 2006, p78). I have planned

activities using Bloom’s Taxonomy (1956) (cited in Gravells & Simpson (2008, p26-27) to

challenge learners to encourage deeper learning. Bloom’s taxonomy is the classification

of learning into 3 domains: cognitive, affective and psychomotor. My subject specialism is

law. This is primarily within the cognitive domain and the content of the lessons have been

tailored to enhance the cognitive capacity of learners (Curzon 2004, p94-95). Huddleston

& Unwin (2013, p131) state that Bloom’s Taxonomy provides a structural template for use

in planning lessons. Using a mixture of easy and difficult levels will present learners with

challenging activities whilst supporting students who are struggling. The lesson plan

includes stating or listing procedures or legislation and at a higher level analysis and

assessment (refer to appendix 1; learning objectives 1, 3, 4 and 5).

Planning should incorporate inclusive learning and equal opportunities (Gravells &

Simpson 2008, p22). Differentiation enables teachers to recognise that all learners have

individual learning needs, which should be into account when planning (Huddleston &

Unwin 2013, p131). My lesson plan takes into account potential learners with varying

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Student No: 10503816 Assignment 1 Part 1

needs, for example wheelchair access and facilities for wheelchair users. In my opinion,

inclusive learning places a responsibility on teachers to provide an equal opportunities

learning environment in accordance with legislation, particularly the Equality Act 2010. The

lesson plan and scheme of work includes differentiation to accommodate learning

preferences and support needs, such as group and pair work (Petty (2009, p139)). I have

included activities that differentiate by task which engage both mastery and developmental

tasks (Centre for Instructional Innovation & Assessment (2010, online)) (see appendix 2)

To design the scheme of work and lesson plan, I referred to various law syllabuses (e.g.

ILEX). The scheme of work incorporates aspects of criminal litigation. One of Malcolm

Knowles’ (2005) (cited in Gravells& Simpson 2008, p25) key principles is that adults need

to be informed of all aspect of what they are learning. The author has written learning

outcomes that show learners what they will be doing and are SMART (Specific,

measurable, achievable, relevant and time bound).

Functional skills are also included within the lesson plan and scheme of work. Tummons &

Ingelby (2014,p58) suggest that the link between ‘employability’ and lifelong learning

education has led to policy makers emphasising that functional skills should be

‘embedded’ into subject or vocational courses. Urban (2008, p140) states that education

viewed in this way fails to acknowledge the relevance of the learning process. My lesson

plan includes activities that incorporate literacy (E.g. reading materials, writing answers to

questions). The scheme of work includes both numeracy and ICT (information

Communication and Technology) that is relevant to the subject specialism. For example

weeks 2 and 3 includes the calculation of custody time limits and review times. Learners

will be encouraged to use their ICT skills, particularly in weeks 5 and 6, in order to prepare

for a mock bail application and an allocation hearing.

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Student No: 10503816 Assignment 1 Part 1

Assessment is the next stage of the learning cycle. Assessments are used to determine

whether learners have achieved learning outcomes (Jarvis 2002, p 193). Jarvis (2002,

p193) states that assessments are a part of quality assurance processes. This includes

diagnosis of learning needs, feedback, performance indicators as well as final grading

(Jarvis 2002, p193). There are 2 main types of assessment: Summative and Formative.

Summative assessments are formal assessments usually conducted at the end of a year

or module unit. Huddleston & Unwin (2013, p162) argue that these assessments are

usually considered ‘high stakes’ assessments because for students much depends on the

outcome. Huddleston & Unwin (2013, p162) suggest that the result of a summative

assessment can mean the movement (or not) to the next level of education or into

employment. For policy makers achievement of summative targets fulfills public

accountability roles (Huddleston & Unwin 2013, p162). The Ilex level 3 certificate in

Criminal Law and Practice includes an end of module exam. The use of summative

assessment on this unit is at odds with that advocated by Black & William (1998).

However, to help learners with the impact of the summative assessment, I have included

activities that are similar to what will be encountered in the exam (please refer to appendix

3 - case studies).

In contrast formative assessments are more useful to learners because of the guidance

they receive from teachers. Black & William (1998) place emphasis on the use of

formative assessments as part of the learning process. Black & William (1998, p4) state

that feedback is an integral part of learning that can help to motivate and increase the self

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Student No: 10503816 Assignment 1 Part 1

esteem of learners. Formative assessment is deemed to aid a ‘dialogue’ between the

teacher and the learner as to how future work can be improved rather than comparing

learners’ achievements with other learners (Black & William 1998, p5). This means that

teaching will not be geared towards the ultimate summative assessment but helps learners

take responsibility for their learning (Black & William, p 5). Black & William (1998, p4)

suggest that the use of marks and grades leaves little or no room for feedback and does

not assist learners. In contrast, Hattie (2003, p3) argues that Black & William should

extend beyond the impact of formative assessment on effective learning. Hattie (2003,

p4) argues that it is the timing of the interpretation and the purpose for which assessment

information is used that is crucial and not the assessment tool itself. Hattie (2003, p4)

concludes that evidence of poor summative assessments may be a direct reflection of

poor formative assessments. In conclusion Hattie (2003, p4) recommends that formative

assessment should be more rigorous.

Black & William (1998, p5) also state that self and peer assessments are a components of

formative assessments. These allow learners to gain an understanding of learning goals

through shared learning (Black & William 1998, p5). Formative assessments feeds back

into the learning cycle whereby teachers can make adjustments to the planning of teaching

strategies and thus refine teaching practice (Huddleston& Unwin 201 p159).

I have chosen to include a variety of assessment tools in the lesson plan and scheme of

work (refer to appendix 1, 2 & 3). These assess whether learners have achieved the

learning outcomes and take into account learners abilities and skills (Dunn 2002, p1).

Race et al (2006, p30) states that formative assessment should be used even if the end

goal is summative. Thus formative assessments will assist the author in providing

feedback and guidance to learners to prepare for module examinations.

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Student No: 10503816 Assignment 1 Part 1

Achievement of learning outcome 1 (Appendix 1) by learners demonstrates mastery

element of the assessment. The remaining assessment tools include both mastery and

developmental elements of assessment. For example the role-play (refer appendix 1,

week 6) allows learners to perform procedures whilst demonstrating their knowledge.

The higher levels of Bloom’s taxonomy cognitive domain are applied in the practice

presentations, case study and essay. The essay allows learners to apply knowledge in

order to the analyse stop and search powers of the police. Nightingale et al (1996) (cited

in Dunn 2002, p1) suggests that essay writing demonstrates critical thinking as well as

knowledge. The case studies develop learners’ problem-solving skills and construction of

a legal argument allows learners to draw conclusions (Dunn 2002, p 1). These activities

enable learners to examine the facts from more than one perspective (i.e. prosecution and

defence).

Race et al (2006, p29) states that there are standard principles used to evaluate

assessment. These are validity, reliability and authenticity as well as sufficiency and

currency (Reece & Walker 2000, p420). Reliability is deemed to be in place when

different assessors come to the same decisions based on the same assessment. Week 3

multiple choice questions (Appendix 2) require the same correct answers. Validity

concerns the use of appropriate assessment. The practice presentations enable an

assessment of content (refer appendix 2, weeks 5). For example, I would need to

question whether learners have demonstrated the correct use of legislation required for

grant or refusal of bail in their arguments.

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Student No: 10503816 Assignment 1 Part 1

Sufficiency concerns that amount of work the learners have to complete in order to

determine their knowledge (Gateway qualifications 2013, p2, online). The learners’

answers to the case study questions provide a level of work required for them to achieve

learning outcome 5 (refer to appendix 1 &3) Authenticity in the author’s subject specialism

will concern whether the assessment is relevant to real-life situations the learners may

encounter in the workplace. The case study scenarios will enable learners to practice

giving advice to suspects. The essay assessment is within the remit of authenticity as

learners will be expected to produce an original piece of work which will be checked for

evidence of plagiarism (Race et al 2006, p30) via Turnitin. The assessments are current

(Gateway qualifications 2013, p2, online) and will include legislation, case law, and

procedures that are currently used in professional practice. Learning outcome 2

(Appendix 1) requires learners to state the caution as it is currently applied in police station

work. Fairness should be the underlying principle of assessment (Race et al 2006, p29).

Within the context of the author’s subject specialty, the assessments are made during the

course of individual, paired and group work. This provides learners with the opportunity to

demonstrate their learning.

There are many facets to teachers’ roles and responsibilities that extend outside the

classroom. It is questionable, whether teachers’ roles should include some of the elements

it does, but I concede that a holistic approach will involve other aspects of the learner’s life

(for example, signposting to specialists). However, ensuring effective learning is pivotal to

that role and this is demonstrated by the effort placed into the planning of lessons and

assessments. It is crucial that teachers employ a variety of teaching strategies to

stimulate learners within the learning process in order to be effective within the scope of

their roles.

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Student No: 10503816 Assignment 1 Part 1

Word count 2687

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Student No: 10503816 Assignment 1 Part 1

Reference List

Aultman, L.P, Johnson, M.R, Schutz, P.A (2009) Boundary Dilemma’s in Teacher Student

Relationship: An International Journal of Research Studies vol.21 No.5 p636-646 Jul 2009

Bloom, B.S (1965) Taxonomy of Educational Objectives London: Longman cited IN

Gravells, A & Simpson S (2008) Planning & Enabling Learning in the Lifelong Learning

Sector Exeter:Learning Matters, p26-28

Centre for Instructional, Innovation & Assessment (2010) Assessment and Outcomes

[Online] http://Pandora.cii.wwu.edu/cii/resources/outcomes/objectives.asp Western

Washington University [4/11/14]

Coffield, F et al (2004) Should we be using learning styles? What Research Has to Say to

Practice London: Learning and Skills Research Centre

Curzon, L.B (2004) Teaching in Further Education London: Continuum International

Publishing Group

Dunn, L (2002) Oxford Centre for Staff & Learning Development: Learning & Teaching

Briefing Papers Series Oxford: Oxford Brookes University

Gagne, R. M. (1988) Principles of Instructional Design New York: Holt, Rhinehart &

Winston. Cited in Huddleston, M & Unwin, L Teaching and Learning in Further Education:

Diversity and Change London: Routlede Faimer, p97-98

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Student No: 10503816 Assignment 1 Part 1

Gateway Qualifications (2014) Assessment Practice Learning Your Way [Online].

Available: www.gatewayqualifications.org.uk/.../assessment viewed [28/11/14]

Gravells, A & Simpson S (2008) Planning & Enabling Learning in the Lifelong Learning

Sector Exeter: Learning Matters

Gravells, A (2011) Preparing to Teach in the Lifelong Learning Sector: The New Award (5th

Edition) London: Sage

Hattie, J (2003) Formative and Summative Interpretation of Assessment Information

Auckland, New Zealand: University of Aukland

Huddleston, M & Unwin, L (2013) Teaching and Learning in Further Education: Diversity

and Change London: Routlede Faimer

Jarvis, P (2002) The Theory and Practice of Teaching London: Kogan Page

Knowles, M.S, Holton, E. F and Swanson, R. A (2005) The Adult Learner: The Definitive

Classic in Adult Education and Human Resource Development Oxford: Butterworth

Heinman Elsevier. Cited in Gravells, A & Simpson S (2008) Planning & Enabling Learning

in the Lifelong Learning Sector Exeter: Learning Matters

Knowles, M.S (1975) Self-Directed Learning. A Guide for Learners and Teachers

Englewood Cliffs: Prentice Hall/ Cambridge. Cited in Smith MK (2002) ‘Malcolm Knowles,

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Student No: 10503816 Assignment 1 Part 1

Informal Adult Education, Self-direction and Andragogy’ The Encyclopedia of Informal

Education [Online] www.infed.org/thinkers/et-knowl.htm [19/10/14]

Kolb,D.A. (1984) Experiential Learning Englewood Cliffs: New Jersey. Cited in

Huddleston, M & Unwin, L (2013) Teaching and Learning in Further Education: Diversity

and Change London: Routlede Faimer

Maslow, A (1954) Motivation & Personality New York: Harper Row. Cited in

Huddleston, M & Unwin, L (2013) Teaching and Learning in Further Education: Diversity

and Change London: Routlede Faimer

Nightingale, P, Te Wiata I.T, Toohey, S, Ryan, G, Hughes, C and Magin D (1996)

Assessing Learning in Universities Professional Development Centre Sydney: University of

New South Wales Press. Cited in Dunn, L (2002) Oxford Centre for Staff & Learning

Development: Learning & Teaching Briefing Papers Series Oxford: Oxford Brookes

University

Pearson, E, Podeschi, R (1997) Humanism & Individualism: Maslow and His Critics(1997)

[Online] www.adulterc.org/proceedings/1997/97pearson.htm [27/10/14]

Petty, G (2009) Teaching Today (4th Edition) Cheltenham: Nelson Thomes

Plaut, S. M. (1993) Boundary Issues in Teacher-Student Relationships Journal of Sex and

Martial Therapy 19, p210 -219

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Race, P (1993) Race’s Ripples Model of Learning [Online]

www.2.rgu.ac.uk/celt/pgcertlt/how/hoe4d.htm [26/10/14]

Race P, (2006) The Lecturer’s Toolkit: A Practical Guide to teaching, Learning and

Assessment (3rd Edition) London: Routledge

Reece, I, Walker, S (2000) Teaching, Training, Learning (4th Edition) Sunderland:

Business Education Publishers

Riley J (2012) Motivational Theory – Maslow [Online]

http://tutor2u.net/business/people/motivation_theory_maslow.asp [4/11/14]

Rogers, A (2002) Teaching Adults 3rd Ed. Buckingham: Oxford University Press

Scales P (2008) Teaching in the Lifelong Learning Sector Maidenhead: Oxford University

Press

Smith, M. K. (1996; 1999, 2010) ‘Andragogy’, the encyclopaedia of informal education

[online] Available [http://infed.org/mobi/andragogy-what-is-it-and-does-it-help-thinking-

about-adult-learning/ [27/10/14]

Smith MK (2002) ‘Malcolm Knowles, Informal Adult Education, Self-direction and

Andragogy’ The Encyclopedia of Informal Education [Online] www.infed.org/thinkers/et-

knowl.htm [19/10/14]

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Tummons, J and Ingleby, E (2014) A to Z of LifeLong Learning Berkshire: Open University

Press

Urban, M (2008) Dealing with Uncertainty: Challenges and Possibilities For the Early

Childhood Profession European Early Childhood Education Research Journal, 16 (2)

p135-152

Appendix 1 – Lesson Plan

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Student No: 10503816 Assignment 1 Part 1

Course: ILEX Level 3 Cert. Law & Practice Start Time: 6pm Finish Time: 7.30pmUnit: 11 (Criminal Litigation) Teacher: Sharon Taylor Week No. 1 Room:4.30Topic/Aims: Criminal Process - Right to silence

Objectives: At the end of the session learners will be able to:1. You will be able to state relevant legislation2.You will be able to explain the main parts of the caution3.You will be able to list interview procedure in chronological order4. You will be able to evaluate the strengths and weaknesses of police evi-dence5.You will be able to assess when the right to silence will be exercised

In Class activity: Teaching introduction PowerPoint; Roleplay - interview; group work; short group presentation case study ; handouts

Some students should also:

Read relevant case law e.g. R v Condron (2000); visit CPS website

Some students could also:

Watch full episode of 24 hours in police custody series 1 episode 1

Health and Safety: Check room temperature beforehand. Check wheelchair access to the building and class and facilities for student who uses wheelchair

Time: Teacher & Sup-port activity:

Student Activ-ity:

Checking learning against objec-tives:

Differentiation: Resources:

5mins

15mins

Take register; In-troduce topic of right to silence: Aims/objectives ; legislation;

State the legisla-tion that governs legal conse-quences of re-maining silent in police interview. Introduce materi-als for next stu-dent activity

Individually stu-dents delete de-scriptions that do not apply to the role of legal representative at police stationIn groups of 4-5 students to use materials pro-vided to break-down the cau-tion into 3 or 4 parts and ex-plain what each part means

Diagnostic tool to assess level of previous knowledge

Short group presentation

Student P (Parkinson’s dis-ease) will need assistance of classroom assis-tant to help with writing and note takingStudent B (par-tially sighted) needs larger print materials

Accommodate different prefer-ences & peer support via group discussion

Handout work-sheet for each student

Copies of S34Criminal Justice and Public Order Act (CJPOA) 1994; Police and Criminal Evidence Act (PACE) 1984 Code of Prac-tice Code C; police docu-ment contain-ing words of the caution; PowerPoint presentation; flip chart paper and felt pens

15mins Briefly introduce 'No Comment' in-terview and what

Roleplay -In pairs one stu-dent asks ques-

Feedback from studentsRoleplay inter-

Accommodation of different learning styles-

PowerPointInternet

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Student No: 10503816 Assignment 1 Part 1

5 mins

15mins

10mins

conclusions can be drawn from such interview

Encourage stu-dents to make comments on main points from video clip

Facilitate discus-sion in relation to student feedback from the activity

Explain activity and make links between proce-dure chronology and right to si-lence

Case study 1 read to class. Ex-plain materials and activity

Explain materials and activity

tions from a list of topics and other student answers 'no comment' to all questions. Stu-dents to feed-back about ex-perienceWatch video clip from 24 hours in police custody

In groups stu-dents to place cards in chronological order

In groups stu-dents to make a list of ques-tions to ask the officer

In groups stu-dents to place on diagram of scales which evidence is in favour or against Daniel

view

Correct order of chronology

Short group presentation of questions listed, relection of considera-tion of evi-dence

Unstructured questions for group to an-swer and re-flect on ratio-nales for an-swers

kinesthetic/ vis-ual

Accommodate visual learning style. For stu-dent B ensure sound is loud enough to hear.Group work to encourage peer support

Differentiate re-sources – case study, answer cards, scale dia-gram activity

Differentiate by graduation – mix questions with mastery and de-velopmental ele-ments

You tube video

Pre-prepared cards with words 'disclo-sure, instruc-tions, advice, interview' writ-ten on separate cards (each card has brief description of each event)

Case study handouts; PowerPoint

Diagram hand-outs; materials from Ed Cape (2006:146)

15mins Reinforce part of the role of legal representatives is to advise clients whether or not to answer questions in po-lice interviews. Explain case study 2 activity

Individually and then in groups decide if Ben-jamin answer questions in in-terview

Case study questions

Accommodate different learning styles

Case study 2 handouts; PowerPoint; Flip chart pa-per & pens

Evaluation: Did the students achieve all the objectives? What went well? What did not work?

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Student No: 10503816 Assignment 1 Part 1

Appendix 2 – Scheme of Work (please scroll down)

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Student No: 10503816 Assignment 1 Part 1

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Year/Sem/Term: Sem 2 Criminal LitigationTeacher: Sharon Taylor Start Time: 6pm Room: 4.30

Course:ILEX Level 3 Cert. Law & Practice Finish Time: 7.30pm Unit: 11

Week No.

Aims Of session Objectives In class activities AssessmentDeadlines

Resources

1 Right to silence - in the context of police station work

The learner will be able to:-state relevant legisla-tion-explain the compo-nents of the caution-to list the procedure leading to interview with the police-evaluate police evi-dence-assess whether the right silence should be exercised

Introduction teachingIn pairs - Roleplay Inter-viewShort group presentationGroup workDelete non-applicable words handout (for diag-nostic assessment)Watch video clip (no comment interview)

Student feedback an-swers in class;Case study short answer questions for week 2

Power pointFlip chart paper/felt pensInternet - YouTube videoX5 drawing of scales with cardboard cutouts ( for evi-dence strengths and weak-nesses)Sample police station docu-mentsx10Copies S34 & 38 CJPOA 1994Copies Police Codes of Practice Code CWorksheet handouts

2 Powers of the police -PACE: Stop and Search

The learner will be able to:-state relevant legisla-tion in relation to police powers of arrest-apply the stop and search criteria to a case study-assess whether an of-ficer has acted within the law-evaluate the use of stop and search pow-ers

Group workReadingListeningCase studyICT search relevant caselaw

Write report analysing stop and search pow-ers of the police -dead-line week 5

Handout - case studyResearch article - use of stop and search powersPower pointCopies S1 & 2 PACE/ Codes of PracticeWord match exercise hand-outsInternet - YouTube video of people who have been searched/police conducting stop and search

3 Police powers - PACE: Arrest

The learner will be able to:-outline the criteria in relation to when an ar-rest can be made-calculate custody time limits-identify offences which have a longer custody time limit

NumeracyCase studyMCQ worksheetGroup work presentation

Multiple choice ques-tionsFor week 4

Worksheet handoutsFlip chart/felt pensPowerPointPictures of clock faces hand-outsCopies S24 PACE

4 Police Powers PACE: Detention and Treat-ment

The learner will be able to:-identify the needs of a detained person-select the relevant part of the Codes of Practice relating to de-tained persons-calculate police re-view times

NumeracyGroup workICT researchDiagram worksheet

True or false questions

For week 6

Power pointDiagram/photography of per-son sitting in a cell handoutsPictures of clocks handouts(students to colour 6,9,9 hour reviews)Articles about deaths in po-lice custody Power pointInternetCopies Code of Practice Code C

5 Pre-trial matters: Bail The learner will be able to:-state relevant legisla-tion-outline the grounds used in relation to a bail application-apply the Bail Act 1976 to decide whether bail should be granted-match relevant bail conditions to the cir-cumstances of an of-fence-Write and make repre-sentations regarding bail for the prosecution or defence

Role playGroup workPresentationWriting

Role play bail applica-tion (prose-cution and defence)To include teacher and peer assess-ment In class

Word match bail handoutsGroup work power pointFill in gap handoutsInternet accessCopies of relevant section 3,4,6 of Bail Act 1976 Copies Sch 1 para 2 & para 9

6 Pre-trial matters: Allo-cation procedure

The learner will be able to:-outline the allocation procedure -categorise offences (summary, ei-ther way, indictable)-apply the criteria to a simulated allocation hearing

GameGroup workPresentationReading WritingICT

Short group presentation - choose 3 students to represent MagistratesIn class as-sessment

Copy codes of CPS (www.cps.gov.uk)Power pointColoured paper (red= summary, blue =either way, yellow = indictable) for game cut into large circlesInternet accessWriting paper & pens

Student No: 10503816 Assignment 1 Part 1

Appendix 3 – Sample Assessment tools

Role of Legal Representative at the Police Station

Delete those that do NOT apply20

Student No: 10503816 Assignment 1 Part 1

Advising ConfidentialityHelping the police with the investigation Making the suspect admit the offenceSafeguarding welfare rights of suspect Helping the police take suspect’s finger-

printsPrivacy Take instructions from suspectObtain a full confession for the police Ensuring the police act fairlyPrivilege Telling the police what the suspect said to

you in consultation

Q21

Student No: 10503816 Assignment 1 Part 1

Suggested topics:

What you did last night?Family HobbiesTravel

A22

Student No: 10503816 Assignment 1 Part 1

Reply ‘No Comment’ to all questions asked

Disclosure

This entails the investigating officer providing informa-tion concerning the evidence available against the sus-pect concerning an offence. The investigating officer will decide how much or how little evidence to make known

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Student No: 10503816 Assignment 1 Part 1

to the legal representative. Sometimes police officers will not tell the legal representative anything about the evidence. The format of disclosure can be written or oral.

Disclosure will consist of evidence for example concern-ing: witness statements; forensics; CCTV evidence; statements made by the suspect at arrest

Instructions

After disclosure from the investigating officer, the le-gal representative will take the client’s instructions. The legal representative will obtain information from the suspect (Client) about reasons for arrest and the evi-dence (if any) disclosed by the officer. The instruc-tions are usually taken in private and are subject to le-gal privilege.

Advice

The legal representative will provide advice as to whether the suspect (client) should answer questions in interview. This will depend on the amount of disclosure concerning the evidence given by the police. The legal representative will give advice based on the strength of the evidence. If no disclosure is given by the police officers it is very difficult to assess the strength of the evidence against the client.

Interview

The police officers will put their questions relating to the offence to the suspect. The procedure of an inter-view consists of an introduction of those present in the interview room; rights concerning legal representation; and the caution. The interview is tape recorded and the

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Student No: 10503816 Assignment 1 Part 1

suspect will either answer questions or reply ‘no com-ment’.

Week 2 – Sample MCQ’s

1. Which section of PACE 1984 governs police powers of arrest?

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Student No: 10503816 Assignment 1 Part 1

a. 21b. 24c. 28d. 23

2. A person who has been arrested can be detained without charge for….?

a. 9 hoursb. 32 hoursc. 21 hoursd. 24 hours

3. A police officer with the rank of Superintendant (or above) can authorise detentions for a further…?

a. 12 hoursb. 15 hoursc. 18 hoursd. 10 hours

Case Study 1

1. You represent Daniel who was arrested for attempt burglary at 10pm. The investigating officer tells you that two neighbours called 999 when they saw two men behaving suspiciously in the front garden of a house. One of the men is seen to be trying to force the door open, while the second man keeps a look out. 10 minutes later the police arrive and arrest 2 men about 100 meters away from

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Student No: 10503816 Assignment 1 Part 1

the house. Officers take Daniel back to where the front door was to inspect if for damage. The damage to the door and frame is consistent with attempts being made to force it open with a crow bar. A crow bar was recovered in the front garden.

In your group make a list of the questions you would ask the officer in relation to the evi-dence?

2. The officer tells you first descriptions of the suspects were obtained from the witnesses but they are vague and there was poor lighting. Both witnesses are required to attend an identification pa-rade.

Daniel tells you that he was walking down the street with his friend when suddenly officers jump out of their car and shouted at them both. He denies approaching the house at all and says that the first time he saw the crow bar was when officer picked it up.

Advise Daniel whether he should answer questions in interview or not?

Case study 2

1. The police are conducting a search of Jessica’s flat following her arrest for burglary. Benjamin is at the flat. He is wearing a West Ham football shirt. The police see a West Ham bag on the living room floor. The officer asks if the bag belongs to him. Benjamin replies ‘It looks like it’ and points to his shirt. The officer searches the bag and pull out a package he suspects to be a controlled sub-stance. Benjamin is arrested for possession of controlled substance.

2. In consultation, Benjamin tells you that the package is not his and that he had no idea it was in his bag. He tells you his friend, Paul, had put something in his bag but he had no idea what it was.

Should Benjamin answer questions or exercise his right to silence?

3. Benjamin then tells you that he knew that the package contained some illegal drugs and that it be-longed to Paul. He tells you that he was simply looking after it for Paul and was going to give it back to him.

In these circumstances should Benjamin answer questions or reply ‘no comment’ during his interview with the police?

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