| Effective Term: | 2027/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Policing in Practice |
| Unit ID: | CRJUS2474 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (CRJUS1283 or CRJUS1284) OR (ATSGC1283 and ATSGC1284) OR (CRJUS1285 and CRJUS1287) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 099903 |
| Other Change: | |
| Brief description of the Unit |
Students examine the theoretical and practical aspects of policing and its functions within a democratic society. In this unit, the term 'policing' is used in a broad sense, encompassing not only the work of operational police officers but also the monitoring, surveillance, and control activities undertaken by private security organisations and regulatory agencies. Students will develop an understanding and critical appreciation of contemporary policing challenges, practices, and controversies in both local and international 21st-century contexts. Key topics include police powers and culture, police use of force, community and intelligence-led policing, public order policing, diversity and plural policing, private policing, the impact of technology on policing, cybercrime, forensics, and crime mapping. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Identify and analyse the key models, functions and procedures of operational policing. |
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| K2. | Understand the relative efficacy contemporary policing strategies in Australia and internationally. |
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| K3. | Identify and explain the multi-faceted impact and the significance of policing in a democratic society. |
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| Skills: |
| S1. | Critically assess, analyse and evaluate the functions and challenges encountered by operational police in the contemporary world. |
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| S2. | Conduct analysis of police functions in a liberal, democratic state and explore the nature and causes of contemporary problems encountered by public police and various regulatory agencies. |
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| S3. | Identify and critically examine the nature of modern-day policing of groups and individuals. |
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| Application of knowledge and skills: |
| A1. | Apply critical thinking to key controversies and debates concerning policing in practice in a democratic state. |
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| A2. | Explain the role of law enforcement agencies in enforcing the law and maintaining societal control. |
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| A3. | Analyse modern trends in policing and contextualise these within broader criminological debates. |
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| Other outcomes: |
| Unit Content: |
Topics may include:
• History of policing
• Culture and organisational structure
• Traditional policing
• Community policing
• Plural and third party policing
• Hot spot policing
• International models |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 2
Leadership | Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 4
Digital Literacy | Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
sustainable and Ethical Mindset | Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life | Level 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K2, S1, A1, A3 |
Students will share their views about a selected contemporary policing issue and concern in a digital oral presentation. |
Oral Digital Presentation |
20-30% |
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| 2. |
K2, S3, A3 |
Comparative analysis of different policing styles and functions. |
Written Piece |
30-40% |
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| 3. |
K1, K3, S1, S2, S3, A1, A2, A3 |
Submission of an informed, sustained and substantiated argumentative piece that applies academic evidence and theoretical knowledge to policing in practice. |
Written Piece |
30-40% |
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| 4. |
A1, A2, A3 |
Students are required to participate in weekly peer engagement. |
Participation and Peer Engagement |
5-10% |
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