Course Title: Support policing processes within justice environment contexts

Part B: Course Detail

Teaching Period: Term1 2014

Course Code: JUST5728

Course Title: Support policing processes within justice environment contexts

School: 365T Global, Urban and Social Studies

Campus: City Campus

Program: C4323 - Certificate IV in Justice

Course Contact: Irene Pagliarella, Program Manager

Course Contact Phone: +61 3 9925 4581

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Lauren Weaver
Ph: 9925 4622

Nominal Hours: 40

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course Description

In this course you will develop the skills and knowledge required to support the functions, structures and powers of police and other enforcement and supporting agencies for application to emergency responses within justice contexts.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VU20867 Support policing processes within justice environment context


1. Investigate the history and accountability of policing in Australia

Performance Criteria:

1.1 Origins and historical development of the Victorian and Australian police forces are examined
1.2 Ethical conduct and accountability of police and the impact of policing behaviour on community are investigated and discussed
1.3 Role of State government in current policing practices and procedures is investigated


2. Analyse the structural functions and powers of policing in Victoria

Performance Criteria:

2.1 Organisational structure of policing organisations is examined
2.2 Contemporary role and functions of police and policing in the enforcement of the law and within the criminal justice system are examined
2.3 Functions and powers of public, community and private policing are identified and conceptual differences, impact on community and effectiveness are debated


3. Analyse the role of police in an emergency

Performance Criteria:

3.1 Concept of emergency and aims of an emergency management plan are outlined
3.2 Functions of, and relationships between, governmental and non-governmental emergency management agencies are delineated
3.1 Functions of the police and supporting agencies in addressing emergencies are reviewed


4. Review own support role in relation to policing practice

Performance Criteria:

4.1 Processes and procedures for dealing with emergency, in preparation for police to take over, are delineated
4.2 Own role in emergency processes and procedures is determined applied in accordance with organisational and legislative requirements
4.3 Own performance in applying emergency processes and procedures is reviewed in consultation with relevant people

Learning Outcomes

On completion of the course, you will be able to:
• Apply processes and procedures for initial response to emergencies prior to arrival of police and/or policing agency
• Provide evidence of knowledge of roles and functions of police and emergency services in emergency management
• Provide evidence of knowledge of relevant legislation, provisions, regulatory requirements and standards in the justice context

Details of Learning Activities

You will participate in a variety of learning activities. They include the following:
In class activities:
• Interviews
• Case studies
• Observations
• Demonstrations
• Lectures
• Individual/group presentations
• Class discussions
• Oral and written questioning

Out of class activities:
• Readings
• Case studies
• Third Party Reports
• Observations
• Practical exercises
• Excursions/simulated workplace learning

Teaching Schedule

Week One: Introduction to Policing and discussion of expected outcomes

Week Two: Origin & history of policing; What is the “Office of Constable”?
The principles of policing attributed to Sir Robert Peel and their influence on contemporary policing
The emergence of formal police organisations

Week Three: Ethical conduct and accountability of police including principle of ‘Protect and serve”

Week Four: Ethical conduct and accountability; ethical challenges in policing

Week Five: Police subcultures
Research project distributed and discussed

Week Six: Group presentations and peer reviews on police ethics and conduct –
Formative assessment 1
Week Seven: Group presentations and peer reviews –
Formative assessment 1

Week Eight: Police powers
Private police v/s public police - debate

Week Nine: No class

Week Ten: Role and functions of police; best practice policing

Week Eleven: Role and function of police; legal systems PSO, AFP and wide variety of criminal and civil justice agencies and services
Week Twelve: Concept of emergency management, legislation, function of police and supporting agencies

Week Thirteen: Emergency Management continued
Formative assessment 2 in class activity

Week Fourteen: Simulated emergency management, including plan, processes and procedures conducted at Procedural Justice Camp
Summative assessment 1

Week Fifteen: Problems arising between citizens and police from the enforcement and non-enforcement of laws, from social changes, and from individual and group police attitudes and practice

Week Fourteen: Research task – Modern police roles and its culture

Week Sixteen- Role of State Government; relationship between Government and non Government Organisations

Week Seventeen: Revision

Week Eighteen: Summative assessment due

The teaching schedule outlined above is subject to change depending on your assimilation of knowledge and skills of the subject matter, and on unforeseen circumstances.

As a student you need to demonstrate both knowledge and practical skills relevant to the course content within the classroom environment. Engagement with educators and other students is critical to you maximizing learning opportunities and achieving satisfactory results. Participation in classroom discussion and activities will allow educators to apply observational assessment during role-plays, exercises and assignments and provide you with feedback

Learning Resources

Prescribed Texts


Other Resources

Overview of Assessment

Assessments may incorporate a variety of methods including case studies, observations, lectures, tutorials, class discussions, practical exercises, audio-visual presentations, and interaction with individuals and/or groups within the criminal justice industry.



Assessment Type

Word limit or equivalent

Assessments (Formative)

Group Oral Presentation


Active participation in simulated emergency management scenario.


Assessment Two

Presentation of Emergency Management Document

1500 words

Assessment hree

Research project on police roles and cultures.

1500 words

Assessment Tasks

All assessment tasks are based on the requirements of the performance criteria, range statements and the assessment guidelines of the course.
Formative assessment 1, will consist of a group presentation and peer review on Victoria Police ethics, conduct and accountability
Formative assessment 2 will be based on active participation, responses and documentation to a simulated emergency management scenario.
Students will have the opportunity to receive feedback and make adjustments/improvements to the areas they are not competent in as a form of ongoing monitoring of their progress

Summative assessment 1 (graded) will constitute 50% of the total grade. It involves active participation, responses and the presentation of documentation for an initial response to a simulated emergency management scenario. This will be conducted at the Procedural Justice –Camp during the week of 19 May to 23 May 2014.

Summative assessment 2 (graded) will constitute 50% of the final grade. It involves a research project outlining modern police roles and culture.

Comprehensive details of these assessment tasks will be provided to students via blackboard and/or as a class handout in week Five.

Assessment Matrix

The assessments have been designed to cover all Learning Outcomes and will be graded in accordance with RMIT’s Mark Table which is as follows:

CHD=Competent with High Distinction
CDI=Competent with Distinction
CC=Competent with Credit
CAG=Competency Achieved - Graded
NYC=Not Yet Competent
DNS=Did not Submit for Assessment

Grades which apply to course delivered in accordance with competency-based assessment (not-graded)

CA=Competency Achieved
NYC=Not Yet Competent
DNS=Did Not Submit For Assessment

Other Information

All written work must adhere to the following criteria:
1. Written reports, research projects or essays are to demonstrate an understanding of the concepts and familiarity with the prescribed or negotiated topics
2. It is expected that all submitted work will be well written, with clear and consistent grammar, expression and punctuation. It must be well structured and cogently address the issues raised in the chosen topic in a logical, ordered and organised manner
3. The concepts must be well defined and demonstrate a critical analysis of the chosen topic
4. Written submissions must demonstrate appropriate preparation, reading and research
5. In-text references must follow the APA style of referencing. In addition, you must provide a bibliography with correct and comprehensive details in relation to texts, articles, research reports and other sources that you have used
6. Double or 1.5 spacing and a font size of 10-12 must be used in either Arial or Times Roman. Do not submit double paged assessments.

In accordance with RMIT policy, you may apply for an extension where there have been unexpected or extenuating circumstances, e.g.
• Hospital admission, serious injury, severe asthma, severe anxiety or depression. This does not include minor illness such as a cold, period pain or hay fever.
• Loss or bereavement – e.g. death of a close family member, family/relationship breakdown.
• Hardship/trauma – e.g. victim of crime, sudden loss of income or employment, severe disruption to domestic arrangements.
You must keep a copy of their assessment until the graded submission has been returned or marks have been posted.

All email communications will be sent to your RMIT student email address.

Applying for an Extension
Extension of time for assessment tasks may be granted where circumstances beyond your control prevent submission by the published due date. An application for extension of time must be lodged with your tutor or the course coordinator as early as possible, and no later than one working day before the due date for submission.
You can apply for extension using the University’s Extension Application Form – – or by emailing your course coordinator or tutor directly.
An extension of up to seven calendar days may be granted if good reason can be demonstrated. Include supporting evidence (such as medical certificates) with your application.
Extensions beyond seven calendar days cannot be granted by course coordinators, tutors or the School. To apply for an extension of time greater than seven calendar days you must lodge an application for Special Consideration.

Applying for Special Consideration
If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances. For information about Special Consideration and how to apply, see:

Penalties for Late Submission
If you have not been granted an extension or special consideration, late submission will be penalised as follows:
Assessment tasks submitted after the due date of submission shall receive a penalty of five per cent of the grades available for that assessment per day for each working day late.
No assessment task shall be accepted more than three weeks after the due date.

Assessment Appeals
If you believe your assessment result or final result is wrong please contact the course coordinator and provide the reason why you think your result is incorrect. Valid reasons for seeking a review of results include:
• You believe an error has occurred in the calculation of the grade; or,

• You believe the assessment did not comply with criteria published in the Course Guide; or,

• You believe the assessment did not comply with University Policies on Assessment (i.e. an error in process has occurred).

• Full details of the procedure (including appeals procedure) can be located at this RMIT site:

Academic Integrity
Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source.
If you are even in doubt about how to properly cite a reference, consult your lecturer or the academic integrity website:
The RMIT library provides tools to assist with your referencing

Plagiarism and Collusion
Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable.
Examples of plagiarism include:
• Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
• Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation;
• Piecing together text from one or more sources and adding only linking sentences;
• Copying or submitting whole or parts of computer files without acknowledging their source;
• Copying designs or works of art and submitting them as your original work;
• Copying a whole or any part of another student’s work; and
• Submitting work as your own that someone else has done for you.
• Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copy your own work is also an offence.
For further information, please see the RMIT Plagiarism Policy –;ID=sg4yfqzod48g1 – and the RMIT Student Discipline Statute and Regulations -;ID=11jgnnjgg70y

Plagiarism Software
The originality verification software Turnitin may be used in this course. For details, see:

Course Overview: Access Course Overview