Qualification Handbook Border Enforcement Diplomas · 2.2 Pre-entry Requirements There are no pre-entry requirements for enrolling to complete these qualifications. 2.3 Unit Content

Qualification Handbook

Border EnforcementDiplomas

Version 6 2 © SFJ Awards

Qualifications Handbook

SFJ Awards Level 3 Diploma in Border Enforcement at the Primary Control Point Qualification No: 601/0547/1

SFJ Awards Level 3 Diploma in Border Enforcement in the Secondary Control Area Qualification No: 601/0548/3

SFJ Awards Level 3 Diploma in Further Examination and Investigation for Border Enforcement Qualification No: 601/0534/3 Version Date of issue Amendment(s) Page

V6 12.07.17 Add Total Qualification Time (TQT) 8-9

Update Section 2.9 Use of Languages 10

Update Section 3 Centre Requirements 11

Update Section 4 Assessment (no change to requirements, additional information included)

12-21

Add SFJ Awards copyright information 56

V5 22.12.15 Update SFJ Awards contact details 4

Remove references to QCF Various


Contents

1 Introduction 1.1 About us 1.2 Customer Service Statement 1.3 Centre Support 2 The Qualifications 2.1 Overall Objective for the Qualifications 2.2 Pre-entry Requirements 2.3 Unit Content and Rules of Combination 2.4 Total Qualification Time (TQT) 2.5 Age Restriction 2.6 Opportunities for Progression 2.7 Exemption 2.8 Credit Transfer 2.9 Use of Languages 3 Centre Requirements 4 Assessment 4.1 Qualification Assessment Methods 4.2 Assessors 4.3 Internal Quality Assurers 4.4 External Quality Assurers 4.5 Expert Witnesses 4.6 Assessing Competence 4.7 Methods for Assessing Competence 4.8 Assessing Knowledge and Understanding 4.9 Methods for Assessing Knowledge and Understanding 4.10 Assessment Planning 4.11 Standardisation 4.12 Recognition of Prior Learning (RPL) 4.13 Equality and Diversity 4.14 Health and Safety 5 Qualification Units Annex One Glossary of Terms


1 Introduction

1.1 About us SFJ Awards is part of the Skills for Justice Group. For the last 10 years Skills for Justice has

been working with employers, Governments of the UK and agencies within the skills system,

to better equip workforces with the right skills now and for the future.

During this time Skills for Justice has earned an enviable reputation for its knowledge of the

sector and its proactive approach to the development of skills and qualifications, along with

an ability to deliver genuinely workable solutions for the employers it represents.

SFJ Awards is an awarding organisation that builds upon this reputation, and understands

the specific challenges facing the Policing, Community Safety, Legal and Armed Forces

sectors, enabling us to quality assure learning outcomes that are suited to the needs of the

sectors.

Customer satisfaction is the cornerstone of our organisation, and is delivered through an

efficient, customer-led service, providing excellent value for money.

1.2 Customer Service Statement Our Customer Service Statement is published on SFJ Awards website giving the minimum

level of service that Centres can expect. The Statement will be reviewed annually and

revised as necessary in response to customer feedback, changes in legislation, and

guidance from the qualifications Regulators.

1.3 Centre Support SFJ Awards works in partnership with its customers. For help or advice contact:

SFJ Awards

Consult House

Meadowcourt Business Park

4 Hayland Street

Sheffield

S9 1BY

Tel: 0114 284 1970

E-mail: [email protected]

Website: www.sfjawards.com

http://www.skillsforjustice.com/

mailto:[email protected]

http://www.sfjawards.com/


2 The Qualifications

This handbook relates to the following qualifications:

• Level 3 Diploma in Border Enforcement at the Primary Control Point

• Level 3 Diploma in Border Enforcement in the Secondary Control Area

• Level 3 Diploma in Further Examination and Investigation for Border Enforcement 2.1 Overall Objective for the Qualifications These qualifications have been designed to meet the learning and development needs of

staff working in Border Enforcement. They have been developed through reference to the

Border Force Training Pathway, National Occupational Standards and extensive

consultation with experts in the field.

The Border Force Training pathway also supports operational delivery in the wider Home

Office and across the whole of the Civil Service. Seven out of ten civil servants work in

operational delivery, ranging from border control to court administration, benefits and

pensions processing and giving advice on tax. Much of the public’s perception of the Civil

Service is formed by how well these services are delivered. The Border Force Training

pathway supports this initiative and provides those who progress through the accredited

programme with an introduction to the profession.

2.2 Pre-entry Requirements

There are no pre-entry requirements for enrolling to complete these qualifications.

2.3 Unit Content and Rules of Combination 2.3.1 Level 3 Diploma in Border Enforcement at the Primary Control Point

This qualification is designed to accredit the knowledge and skills required for working in

border enforcement at the primary control point. The qualification consists of 8 mandatory

units, which give learners a total of 45 credits.

Unit Reference Number

Unit Title Level Credit Value

Y/505/4892

Understanding Border Force responsibilities

3

6

F/505/4935

Communication, observation and questioning skills in Border Force work

3

6


K/505/4279

Note taking and witness statements in Border Force work

3

6

H/505/4281

Processing passengers at borders

3

9

L/505/4937

Assessing passports and other travel documentation at borders

3

8

T/505/4284

Forgery and counterfeit documentation in Border Force work

3

6

A/505/4285

Understanding asylum and immigration in Border Force work

3

2

R/505/0047

Equality and Diversity in public service

3

2

2.3.2 Level 3 Diploma in Border Enforcement in the Secondary Control Area


border enforcement in the Secondary Control Area. The qualification consists of 12

mandatory units, which give learners a total of 57 credits.



Y/505/4892

Understanding Border Force responsibilities

3

6

F/505/4935

Communication, observation and questioning skills in Border Force work

3

6

K/505/4279

Note taking and witness statements in Border Force work

3

6

R/505/4938

Legislation and the legal framework for Border Force work in the Secondary Control Area

3

6


Y505/4939

Taking action to protect borders, protect revenue and sustain economic growth

3

8

L/505/4940

Carrying out searches at borders

3

6

R/505/4941

Seizure and detention of goods at borders

3

3

J/505/4290

Arresting, detention and cautioning individuals at borders

3

4

L/505/4291

Processing information for intelligence purposes in Border Force work

3

2

R/505/4292

Supporting forensics and chain of evidence in Border Force work

3

3

R/505/0047


3

2

F/602/1539

Present information to courts or other hearings

3

5

2.3.3 Level 3 Diploma in Further Examination and Investigation for Border Enforcement


further examination and investigation for border enforcement. The qualification consists of 9

mandatory units, which give learners a total of 40 credits.



T/505/4429

Interviewing individuals at borders

3

8

K/505/4430

Managing Border Force case files and information

3

5


M/505/4431

The detention and temporary admission of passengers at borders

3

6

T/505/4432

Responding to customs offences

3

4

A/505/4433

Responding to immigration offences

3

4

F/505/4434

Refusals and removals of passengers at borders

3

5

R/505/0047


3

2

D/504/9970

Principles of operational delivery

3

2

L/600/9586

Manage own professional development within an organisation

3

4

The detailed content of each of the units in the above qualifications is provided in Section 5.

A Glossary of Terms has also been included in Annex One so that those involved in

implementing the units and qualifications are clear about some of the terminology.

2.4 Total Qualification Time (TQT)

Total Qualification Time comprises of the following two elements.1 (a) The number of hours which an awarding organisation has assigned to a qualification

for Guided Learning, and

(b) An estimate of the number of hours a Learner will reasonably be likely to spend in

preparation, study or any other form of participation in education or training, including

assessment, which takes place as directed by – but, unlike Guided Learning, not

under the immediate guidance or supervision of – a lecturer, supervisor, tutor or other

appropriate provider of education or training.

Please note these are estimated hours. It is the responsibility of centres to decide the

appropriate course duration, based on their learners’ ability and level of existing knowledge.

1 Total Qualification Time criteria, Ofqual September 2015 https://www.gov.uk/government/publications/total-qualification-time-criteria

https://www.gov.uk/government/publications/total-qualification-time-criteria


It is possible, therefore, that the number of guided learning hours will vary from one centre to

another according to learners' needs.

Guided learning hours consist of all occasions when a member of training centre staff is

present to give specific guidance towards the learning aim of the programme. This definition

includes lectures, tutorials, supervised study and assignments. It does not include hours

where supervision or assistance is of a general nature and is not specific to learners’ study.

The Total Qualification Time and Guided Learning Hours for these qualifications are as follows:

Qualification Title TQT GLH

SFJ Awards Level 3 Diploma in Border Enforcement at the

Primary Control Point 450 100

SFJ Awards Level 3 Diploma in Border Enforcement in the

Secondary Control Area 570 153

SFJ Awards Level 3 Diploma in Further Examination and

Investigation for Border Enforcement 400 96

2.5 Age Restriction

These qualifications are available to learners aged 18 years and over.

2.6 Opportunities for Progression

The qualifications have been designed to promote progression through the Border Force

Training Pathway. Learners may progress from the Level 3 Diploma in Border Enforcement

at the Primary Control Point to achieve the Level 3 Diploma in Border Enforcement in the

Secondary Control Area, and also the Level 3 Diploma in Further Examination and

Investigation for Border Enforcement. Alternatively, learners may progress from achieving

the Level 3 Diploma in Border Enforcement in the Secondary Control Area to the Level 3

Diploma in Further Examination and Investigation for Border Enforcement.

2.7 Exemption

No exemptions have been identified.

2.8 Credit Transfer

Credits from identical units that have already been achieved by the learner may be

transferred.


2.9 Use of Languages

SFJ Awards business language is English and we provide assessment materials and

qualification specifications that are expressed in English. Assessment specifications and

assessment materials may be requested in Welsh or Irish and, where possible, SFJ Awards

will try to fulfil such requests. SFJ Awards will provide assessment materials and

qualification specifications that are expressed in Welsh or Irish and support the assessment

of those learners, where the number of learners makes it economically viable for SFJ

Awards to do so. More information is provided in the SFJ Awards’ Use of Language Policy.

For learners seeking to take a qualification and be assessed in British Sign Language or

Irish Sign Language, please refer to SFJ Awards’ Reasonable Adjustments Policy. A learner

may be assessed in British Sign Language or Irish Sign Language where it is permitted by

SFJ Awards for the purpose of Reasonable Adjustment.

Policies are available on our website www.sfjawards.com or on request from SFJ Awards.



3 Centre Requirements

Centres must be approved by SFJ Awards and also have approval to deliver the

qualifications they wish to offer. This is to ensure centres have the processes and resources

in place to deliver the qualifications. Approved centres must adhere to the requirements

detailed in the SFJ Awards Centre Handbook, which includes information for centres on

assessment and internal quality assurance processes and procedures and is available in the

centres’ area of the SFJ Awards website http://sfjawards.com/approved-centres.

Centres are responsible for ensuring that their assessor and internal quality assurance staff:

• are occupationally competent and/or knowledgeable as appropriate to the assessor

or IQA role they are carrying out

• have current experience of assessing/internal quality assuring as appropriate to the

assessor or IQA role they are carrying out, and

• have access to appropriate training and support.

Information on the induction and continuing professional development of those carrying out

assessment and internal quality assurance must be made available by centres to SFJ

Awards through the external quality assurance process.

This qualification handbook should be used in conjunction with the SFJ Awards Centre

Handbook, the SFJ Awards Assessment Policy and the SFJ Awards Quality Assurance

(Internal and External) Policy. All policies are available on the website www.sfjawards.com

or on request from SFJ Awards.

http://sfjawards.com/approved-centres



4 Assessment

4.1 Qualification Assessment Methods

• SFJ Awards Level 3 Diploma in Border Enforcement at the Primary Control Point

• SFJ Awards Level 3 Diploma in Border Enforcement in the Secondary Control Area

• SFJ Awards Level 3 Diploma in Further Examination and Investigation for Border

Enforcement

Assessment methods that can be used for these qualifications are as follows:

• E-assessment

• Multiple Choice Examination

• Oral Examination

• Portfolio of Evidence (including for example records of professional discussions,

question and answer sessions, reflective accounts)

• Practical Demonstration / Assignment

• Written Examination

4.2 Assessors

4.2.1 Occupational Competence

Due to the risk-critical nature of the work, particularly when assessing in the justice and

health sectors, and the legal implications of the assessment process, assessors must

understand the nature and context of the learners’ work. This means that assessors must

be occupationally competent. Each assessor must therefore be, according to current sector

practice, competent in the functions covered by the units they are assessing. They will have

gained their occupational competence by working within the sector relating to the units or

qualification they are assessing.

Assessors must be able to demonstrate consistent application of the skills and the current

supporting knowledge and understanding in the context of a recent role directly related to the

qualification units they are assessing as a practitioner, trainer or manager.

4.2.2 Occupational Knowledge

Where assessors are assessing knowledge-based qualifications, they must be

occupationally knowledgeable.


4.2.3 Qualification Knowledge

Assessors must be familiar with the qualification units they are assessing. They must be

able to interpret and make judgements on current working practices and technologies within

the area of work.

4.2.4 Assessor Competence

Assessors must be able to make valid, reliable and fair assessment decisions. To

demonstrate their competence, assessors must be:

• qualified with a recognised assessor qualification, or

• working towards a recognised assessor qualification, or

• able to prove equivalent competence through training to appropriate national

standards, for example, National Occupational Standard 9: Assess learner

achievement2 or Police Sector Standard for the Training of Assessors, Assessor

Standard.

Approved centres will be required to provide SFJ Awards with current evidence of how each

assessor meets these requirements, for example certificates of achievement or testimonials.

4.2.5 Continuing Professional Development

Assessors must actively engage in continuous professional development activities to

maintain:

• occupational competence and knowledge by keeping up-to-date with the changes

taking place in the sector(s) for which they carry out assessments

• professional competence and knowledge as an assessor.

4.3 Internal Quality Assurers

4.3.1 Occupational Knowledge

Internal quality assurers (IQAs) must be occupationally knowledgeable across the range of

units for which they are responsible prior to commencing the role. Due to the risk-critical

nature of the work, particularly in the justice and health sectors, and the legal implications of

the assessment process, they must understand the nature and context of the assessors’

work and that of their learners. This means that they must have worked closely with staff

who carry out the functions covered by the qualifications, possibly by training or supervising

them, and have sufficient knowledge of these functions to be able to offer credible advice on

the interpretation of the units.

2 National Occupational Standards for Learning and Development, LLUK 2010



IQAs must understand the content, structure and assessment requirements for the

qualification(s) they are internal quality assuring.

Centres should provide IQAs with an induction to the qualifications that they are responsible

for quality assuring. IQAs should also have access to ongoing training and updates on

current issues relevant to these qualifications.

4.3.3 Internal Quality Assurer Competence

IQAs must occupy a position in the organisation that gives them the authority and resources

to:

• coordinate the work of assessors

• provide authoritative advice

• call meetings as appropriate

• conduct pre-delivery internal quality assurance on centre assessment plans, for

example, to ensure that any proposed simulations are fit for purpose

• visit and observe assessment practice

• review the assessment process by sampling assessment decisions

• ensure that assessment has been carried out by assessors who are occupationally

competent, or for knowledge-based qualifications occupationally knowledgeable, in

the area they are assessing

• lead internal standardisation activity

• resolve differences and conflicts on assessment decisions.

To demonstrate their competence, IQAs must be:

• qualified with a recognised internal quality assurance qualification, or

• working towards a recognised internal quality assurance qualification, or

• able to prove equivalent competence through training to appropriate national

standards, for example National Occupational Standard 11: Internally monitor and

maintain the quality of assessment3 or Police Sector Standard for the Training of

Internal Verifiers, Internal Verifier Standard.

Approved centres will be required to provide SFJ Awards with current evidence of how each

IQA meets these requirements, for example certificates of achievement or testimonials.


IQAs must actively engage in continuous professional development activities to maintain:

3 National Occupational Standards for Learning and Development, LLUK 2010


• occupational knowledge by keeping up-to-date with the changes taking place in the

sector(s) for which they carry out assessments

• professional competence and knowledge as an IQA.

4.4 External Quality Assurers

External quality assurers (EQAs) are appointed by SFJ Awards to approve centres and to

monitor the assessment and internal quality assurance carried out by centres. SFJ Awards

is responsible for ensuring that their external quality assurance team have:

• sufficient occupational knowledge

• current experience of external quality assurance

• access to appropriate training and support.

External quality assurance is carried out to ensure that there is compliance, validity,

reliability and good practice in centres. EQAs must have appropriate occupational and

verifying knowledge and expertise.

4.4.1 External Quality Assurer Competence

To demonstrate their competence, EQAs must be:

• qualified with a recognised external quality assurance qualification, or

• working towards a recognised external quality assurance qualification.


EQAs must maintain their occupational and external quality assurance knowledge. They will

attend training and development designed to keep them up-to-date, facilitate standardisation

between staff and share good practice.

4.5 Expert Witnesses

Expert witnesses, for example line managers and supervisors, can provide evidence that a

learner has demonstrated competence in an activity. Their evidence contributes to

performance evidence and has parity with assessor observation. Expert witnesses do not

however perform the role of assessor.

4.5.1 Occupational Competence

Expert witnesses must, according to current sector practice, be competent in the functions

covered by the units for which they are providing evidence.

They must be able to demonstrate consistent application of the skills and the current

supporting knowledge and understanding in the context of a recent role directly related to the

qualification unit that they are witnessing as a practitioner, trainer or manager.



Expert witnesses must be familiar with the qualification unit(s) and must be able to interpret

current working practices and technologies within the area of work.

4.6 Assessing Competence

The purpose of assessing competence is to make sure that an individual is competent to

carry out the activities required in their work. Assessors gather and judge evidence during

normal work activities to determine whether the learner demonstrates their competence

against the standards in the qualification unit(s). Competence should be demonstrated at a

level appropriate to the qualification. The skills required at the different qualification levels

are defined in Ofqual’s level descriptors.4 Further information on qualification levels is

included in the SFJ Awards Assessment Policy.

Evidence must be:

• Valid

• Authentic

• Sufficient

• Current

• Reliable.

Assessment should be integrated into everyday work to make the most of opportunities that

arise naturally within the workplace.

4.7 Methods for Assessing Competence

Qualifications may be assessed using any method, or combination of methods in Section

4.1, which clearly demonstrate that the learning outcomes and assessment criteria have

been met.

Assessors need to be able to select the right assessment methods for the competences that

are being assessed, without overburdening the learner or the assessment process, or

interfering with everyday work activities. SFJ Awards expects assessors to use a

combination of different assessment methods to make a decision about an individual’s

occupational competence. Further information on assessment methods is provided below

and also in the SFJ Awards Assessment Policy.

4.7.1 Observation

SFJ Awards believes that direct observation in the workplace by an assessor or testimony

from an expert witness is preferable as it allows for authenticated, valid and reliable

4 Qualification and Component Levels: Requirements and Guidance for All Awarding Organisations

and All Qualifications, Ofqual 2015, www.gov.uk/government/publications/qualification-and-component-levels

http://www.gov.uk/government/publications/qualification-and-component-levels



evidence. Where learners demonstrate their competence in a real work situation, this must

be done without the intervention from a tutor, supervisor or colleague.

However SFJ Awards recognises that alternative sources of evidence and assessment

methods may have to be used where direct observation is not possible or practical.

4.7.2 Testimony of witnesses and expert witnesses

Witness testimonies are an accepted form of evidence by learners when compiling portfolios.

Witness testimonies can be generated by peers, line managers and other individuals

working closely with the learner. Witnesses are defined as being those people who are

occupationally expert in their role.

Testimony can also be provided by expert witnesses who are occupationally competent and

familiar with the qualification unit(s). Assessors will not need to spend as long assessing

expert witness testimony as they would a witness testimony from a non-expert. Therefore if

expert witnesses are involved in the assessment strategy for a qualification a greater

number of learners can be managed by a smaller number of assessors.

The assessor is however responsible for making the final judgement in terms of the learner

meeting the evidence requirements for the qualification unit(s).

4.7.3 Work outputs (product evidence)

Examples of work outputs include plans, reports, budgets, photographs, videos or notes of

an event. Assessors can use work outputs in conjunction with other assessment methods,

such as observation and discussion, to confirm competence and assure authenticity of the

evidence presented.

4.7.4 Professional discussion

Discussions allow the learner to describe and reflect on their performance and knowledge in

relation to the standards. Assessors can use discussions to test the authenticity, validity and

reliability of a learner’s evidence. Written/audio records of discussions must be maintained.

4.7.5 Questioning the learner

Questioning can be carried out orally or in written form and used to cover any gaps in

assessment or corroborate other forms of evidence. Written/audio records of all questioning

must be maintained.

4.7.6 Simulations

Simulations may take place either in a non-operational environment which is not the

learner’s workplace, for example a training centre, or in the workplace. Proposed

simulations must be reviewed to ensure they are fit for purpose as part of the IQA’s pre-

delivery activity.

Simulations can be used when:


• the employer or assessor consider that evidence in the workplace will not be

demonstrated within a reasonable timeframe

• there are limited opportunities to demonstrate competence in the workplace against

all the assessment criteria

• there are health and safety implications due to the high risk nature of the work activity

• the work activity is non-routine and assessment cannot easily be planned for

• assessment is required in more difficult circumstances than is likely to happen day to

day.

Simulations must follow the principles below:

1. The nature of the contingency and the physical environment for the simulation must be

realistic

2. Learners should be given no indication as to exactly what contingencies they may come

across in the simulation

3. The demands on the learner during the simulation should be no more or less than they

would be in a real work situation

4. Simulations must be planned, developed and documented by the centre in a way that

ensures the simulation correctly reflects what the specific qualification unit seeks to

assess and all simulations should follow these documented plans

5. There should be a range of simulations to cover the same aspect of a unit and they

should be rotated regularly.

4.8 Assessing Knowledge and Understanding

Knowledge-based assessment involves establishing what the learner knows or understands

at a level appropriate to the qualification. The depth and breadth of knowledge required at

the different qualification levels are defined in Ofqual’s level descriptors.5 Further

information on qualification levels is included in the SFJ Awards Assessment Policy.

Assessments must be:

• Fair

• Robust

• Rigorous

• Authentic

• Sufficient

• Transparent

• Appropriate.

Good practice when assessing knowledge includes use of a combination of assessment

methods to ensure that as well as being able to recall information, the learner has a broader

understanding of its application in the workplace. This ensures that qualifications are a valid

measure of a learner’s knowledge and understanding.

5 Qualification and Component Levels: Requirements and Guidance for All Awarding Organisations and All Qualifications, Ofqual 2015 www.gov.uk/government/publications/qualification-and-component-levels




A proportion of any summative assessment may be conducted in controlled environments to

ensure conditions are the same for all learners. This could include use of:

• Closed book conditions, where learners are not allowed access to reference

materials

• Time bound conditions

• Invigilation.

4.9 Methods for Assessing Knowledge

Qualifications may be assessed using any method, or combination of methods in Section

4.1, which clearly demonstrate that knowledge-based learning outcomes and assessment

criteria have been met. Evidence of assessment, examples listed below, can be included in

a portfolio of evidence.

a) Written tests in a controlled environment

b) Multiple choice questions

c) Evidenced question and answer sessions with assessors

d) Evidenced professional discussions

e) Written assignments (including scenario-based written assignments).

Where written assessments are used centres must maintain a sufficient bank of assignments

which are changed regularly.

4.10 Assessment Planning

Planning assessment allows a holistic approach to be taken, which focuses on assessment

of the learner’s work activity as a whole. This means that the assessment:

• reflects the skills requirements of the workplace

• saves time

• streamlines processes

• makes the most of naturally occurring evidence opportunities.

Planning assessment enables assessors to track learners’ progress and incorporate

feedback into the learning process; assessors can therefore be sure that learners have had

sufficient opportunity to acquire the skills and knowledge to perform competently and

consistently to the standards before being assessed. The assessment is therefore a more

efficient, cost effective process which minimises the burden on learners, assessors and

employers.

4.11 Standardisation

Internal and external standardisation is required to ensure the consistency of evidence,

assessment decisions and qualifications awarded over time.


4.11.1 Internal standardisation

IQAs should facilitate internal standardisation events for assessors to attend and participate,

in order to review evidence used, make judgments, compare quality and come to a common

understanding of what is sufficient.

4.11.2 External standardisation

SFJ Awards will enable access to external standardisation opportunities for centres and

EQAs over time.

Further information on standardisation is available in the SFJ Awards Quality Assurance

(Internal and External) Policy and the SFJ Awards Standardisation Policy.

4.12 Recognition of Prior Learning (RPL)

‘Recognition of prior learning (RPL) is the process of recognising previous formal, informal or

experiential learning so that the learner avoids having to repeat learning/assessment within a

new qualification. RPL is a broad concept and covers a range of possible approaches and

outcomes to the recognition of prior learning (including credit transfer where an awarding

organisation has decided to attribute credit to a qualification)’.6

The use of RPL encourages transferability of qualifications and/or units, which benefits both

learners and employers. SFJ Awards supports the use of RPL and centres must work to the

principles included in Section 6 Assessment and Quality Assurance of the SFJ Awards

Centre Handbook and outlined in SFJ Awards Recognition of Prior Learning Policy.

4.13 Equality and Diversity

Centres must comply with legislation and the requirements of the RQF relating to equality

and diversity. There should be no barriers to achieving a qualification based on:

• Age

• Disability

• Gender

• Gender reassignment

• Marriage and civil partnerships

• Pregnancy and maternity

• Race

• Religion and belief

• Sexual orientation

6 After the QCF: A New Qualifications Framework, Ofqual 2015 https://www.gov.uk/government/consultations/after-the-qcf-a-new-qualifications-framework

https://www.gov.uk/government/consultations/after-the-qcf-a-new-qualifications-framework


Reasonable adjustments are made to ensure that learners who are disabled are not

disadvantaged in any way. Learners must declare their needs prior to the assessment and

all necessary reasonable adjustment arrangements must have been approved by SFJ

Awards and implemented before the time of their assessment.

Further information is available in the SFJ Awards Reasonable Adjustments and Special

Considerations Policy and the SFJ Awards Equality of Opportunity Policy.

4.14 Health and Safety

SFJ Awards is committed to safeguarding and promoting the welfare of learners, employees

and volunteers and expect everyone to share this commitment.

SFJ Awards fosters an open and supportive culture to encourage the safety and well-being

of employees, learners and partner organisations to enable:

• learners to thrive and achieve

• employees, volunteers and visitors to feel secure

• everyone to feel assured that their welfare is a high priority.

Assessment of competence based qualifications in the justice sector can carry a high risk

level due to the nature of some roles. Centres must therefore ensure that due regard is

taken to assess and manage risk and have procedures in place to ensure that:

• qualifications can be delivered safely with risks to learners and those involved in the

assessment process minimised as far as possible

• working environments meet relevant health and safety requirements.


5 Qualification Units

Title Understanding Border Force responsibilities

URN Y/505/4892

Level 3

Credit value 6

GLH 14

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the role of the Border

Force

1.1 Describe how Home Office values underpin Border

Force work

1.2 Summarise the activities that are conducted at the

primary and secondary control

1.3 Explain how the Border Force facilitates the import and

export of legal goods

1.4 Explain the Border Force’s revenue and customs role

1.5 Explain the Border Force’s role in keeping children safe

1.6 Summarise the Border Force’s role in seeking,

capturing, co-ordinating and managing intelligence to

support decision making

1.7 Summarise the following legislation relevant to the role

of Border Force officers:

• Immigration Act 1971

• Customs and Excise Management Act 1979

2 Understand the basic processing

of passengers at the Primary

Control Point

2.1 Identify the purpose, characteristics and activities of

Primary Control Points

2.2 Explain how to process passengers in accordance with

Border Force procedures

3 Understand the purpose and

function of the Secondary

Examination Area

3.1 Identify the purpose and characteristics of the

Secondary Examination Area

3.2 Explain each of the customs channels in terms of

colour coding, titles and the requirements they place

upon passengers

3.3 Differentiate the rules and allowances for passengers

travelling:

▪ From outside the EU


▪ Within the EU

3.4 Give examples of prohibited and restricted goods

4 Understand Border Force

priorities

4.1 Explain Border Force priorities

4.2 Give examples of Border Force priorities and the

actions that must be taken with regard to these

examples


Title Communication, observation and questioning skills in Border Force work

URN F/505/4935

Level 3

Credit value 6

GLH 14

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Be able to apply communication

skills to Border Force work

1.1 Describe why effective communication skills are

essential to Border Force work

1.2 Explain the skills required to be effective in

communication, including:

▪ Listening

▪ Observing

▪ Speaking

▪ Questioning

▪ Analyzing

▪ Evaluating

and demonstrate the use of these skills

1.3 Demonstrate the major components of face to face

communication

1.4 Outline the key elements that are required to be an

effective communicator, including being:

▪ Clear

▪ Concise

▪ Correct

▪ Complete

▪ Courteous

▪ Constructive

1.5 Describe the cultural considerations that may affect

dealings with the public

2 Be able to apply questioning skills

to Border Force work

2.1 Explain the purpose and use of questioning in Border

Force work

2.2 Describe the situations in which questioning is required

2.3 Identify different styles of questioning and give the

advantages and disadvantages of each of them

2.4 Explain the different types of questions used in Border


Force work

2.5 Demonstrate the appropriate questions that should be

asked at the relevant control point

3 Be able to assess behavioural

indicators

3.1 Explain ‘body language’ and how it is used to aid

communication

3.2 Explain the meaning of behavioural indicators

3.3 Assess behavioural indicators in a variety of situations


Title Note taking and witness statements in Border Force work

URN K/505/4279

Level 3

Credit value 6

GLH 8

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the legal and

organisational requirements for

notes and note taking

1.1 Summarise the legal requirements for notes and note

taking

1.2 Describe the consequences of failing to comply with

legal requirements for notes and note taking

1.3 Describe the duties imposed on all officers by

disclosure rules

1.4 Describe the application of assurance programmes to

appraise notes and note taking

2 Understand and apply the

principles of disclosure and the

Criminal Procedures and

Investigations Act 1996 (CPIA)

2.1 Explain the purpose of disclosure and the Criminal

Procedures and Investigations Act 1996 (CPIA)

2.2 Explain the meaning of ‘material’ in the context of an

investigation

2.3 Explain what material may be generated during the

course of an investigation

2.4 Demonstrate a compliance to disclosure rules

2.5 Explain the consequences of failing to comply with the

disclosure rules

3 Understand the procedures for

the handling of notebooks/landing

cards

3.1 Summarise the main features of a Border Force

notebook/landing card

3.2 Describe procedures for the control of notebooks

3.3 Demonstrate effective recording in accordance with

policy and procedure

3.4 Demonstrate the procedures for presenting a notebook

4 Be able to keep notes and use

note taking correctly

4.1 Explain the importance of professional notes and note

taking in Border Force work

4.2 Describe when note taking is appropriate

4.3 Identify the different types of notes that can be taken,

including:

• Trigger

• Verbatim


• Contemporaneous

4.4 Demonstrate best practice in note taking

5 Be able to complete witness

statements

5.1 Apply the rules of evidence including the requirements

for:

• Accuracy

• Relevance

• Fairness

• Coherence

• Proof

5.2 Explain the different forms of evidence that can be

produced in a witness statement

5.3 Classify evidence in terms of:

• Direct or circumstantial evidence

• Primary or secondary evidence

• Prima Facie or Conclusive Evidence

• Expert evidence

5.4 Explain how to present evidence in court

5.5 Explain the purpose and content of a witness statement

5.6 Demonstrate the completion of a witness statement


Title Processing passengers at borders

URN H/505/4281

Level 3

Credit value 9

GLH 24

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the Points Based

System

1.1 Describe the principles of the Points Based Systems

1.2 Apply the Points Based System to a range of passengers

2 Be able to grant Leave to Enter to

passengers

2.1 Describe the different categories of passengers

2.2 Demonstrate how to grant Leave to Enter to a range of

passengers in accordance with policy and procedure

3 Be able to check landing cards

3.1 Explain why passengers need to complete landing

cards

3.2 Assess landing cards and make any necessary

amendments in line with policy and procedures

4 Be able to process passengers

with continuing leave

4.1 Explain the various types of continuing leave

4.2 Explain the procedures to be taken if a passenger with

continuing leave is absent from the UK for more than

two years

4.3 Demonstrate how to correctly endorse the passport

and complete the landing card for each type of

continuing leave


within the ‘exempt’ criteria

5.1 Describe the different types of ‘exempt’ passengers

5.2 Demonstrate how to correctly endorse the passport

and complete the landing card for each type of ‘exempt’

passenger


with Entry Clearance

6.1 Explain the different types of entry clearance

6.2 Explain when a Visa or Entry Clearance is required and

the difference between the two

6.3 Describe the procedures to take in the absence of a

Visit Visa for a Visa National

6.4 Identify the grounds on which an Entry Clearance

holder may have his/her leave suspended or cancelled

6.5 Demonstrate the processing of passengers with Entry


Clearance

7 Be able to process EEA nationals

and their family members

7.1 Identify the member states of the EEA

7.2 Explain what limitations apply to the examination of an

EEA national

7.3 Explain the grounds on which an EEA national can be

refused admission

7.4 Identify who can be considered the family member of

an EEA national and explain the grounds on which the

family member of an EEA national can be refused

admission

7.5 Demonstrate the processing of EEA nationals and their

family members

8 Be able to select passengers for

further examination

8.1 Describe the procedure for submitting passengers for

further examination in accordance with policy and

procedure

8.2 Demonstrate the selection of passengers for further

examination

8.3 Demonstrate effective use and understanding of

documentary evidence

9 Be able to support the chain of

evidence

9.1 Explain what is meant by ‘chain of evidence’

9.2 Explain the importance of maintaining the chain of

evidence and how this should be maintained

9.3 Explain the procedure for sealing and labelling

evidence/property bags

9.4 Demonstrate the appropriate packaging and labelling

procedures needed to preserve potential evidence


Title Assessing passports and other travel documentation at borders

URN L/505/4937

Level 3

Credit value 8

GLH 12

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the purpose of

passports and travel

documentation

1.1 Explain the purpose of passports and travel documentation

1.2 Summarise Border Force passport and travel documentation processes

2 Be able to check British

passports

2.1 Examine and identify the authenticity of different types

of British passport that might be provided or presented

2.2 Evaluate Certificates of Entitlement to the Right of

Abode

2.3 Describe the procedures that need to be followed

where a person claiming to be a British Citizen fails to

produce appropriate documentation

2.4 Perform passport checks on a range of British citizens

3 Be able to check passports and

other documents from non-British

citizens

3.1 Describe the variety of documents that could be

presented by a passenger

3.2 Perform checks on a range passports and other

documents from non-British citizens

4 Be able to respond to Carriers’

Liability

4.1 Describe what obligation carriers’ liability places on the

carrier

4.2 Identify when it is appropriate to raise a charge in

accordance with policy and procedure


Title Forgery and counterfeit documentation in Border Force work

URN T/505/4284

Level 3

Credit value 6

GLH 18

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Be able to recognise security

features within travel

documentation

1.1 Explain the use of security features within travel

documentation

1.2 Provide examples of security features

1.3 Demonstrate the recognition of security features within

travel documentation

2 Be able to recognise the

difference between a counterfeit

and forged document

2.1 Explain the difference between a forged and counterfeit

document

2.2 Demonstrate how to deal with forged and counterfeit

documents in accordance with Border Force policy and

procedures

3 Understand the ways in which

documents can be tampered with

or abused to by-pass official

control points of entry

3.1 Explain the variety of ways in which documents can be

tampered with or abused

3.2 Explain how to identify documents that have been

tampered with or abused and the actions that should

be taken


Title Understanding asylum and immigration in Border Force work

URN A/505/4285

Level 3

Credit value 2

GLH 4

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the legal framework

for asylum and immigration

1.1 Summarise the United Nations Convention relating to

the status of refugees (1951) and the legal definition of

the term ‘refugee’

1.2 Identify legislation applicable to asylum work


asylum seekers

2.1 Explain the meaning of the terms asylum seeker,

refugee and Third Country

2.2 Explain the meaning of the following:

• Grant refugee status

• Refuse refugee status

• Humanitarian protection

• Discretionary leave

2.3 Differentiate between:

• Port applicants

• In-country applicants

2.4 Explain the significance of identifying main applicants,

dependents and family groups during decision making

2.5 Identify and explain the procedures for

• Undocumented arrivals

• Unaccompanied Asylum seeking Child

• Age dispute cases

2.6 Explain Safe Third Country considerations

2.7 Explain how to deal with asylum claimants


Title Legislation and the legal framework for Border Force work in the Secondary

Control Area

URN R/505/4938

Level 3

Credit value 6

GLH 8

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the role of the Border

Force within the Criminal Justice

System

1.1 Summarise the role of the following in the Criminal

Justice System:

▪ Border Force Officers

▪ Crown Prosecution Service (CPS)

▪ Prosecution Barrister

2 Understand and apply the

principles of disclosure and the

Criminal Procedures and

Investigations Act 1996 (CPIA)

2.1 Explain the purpose of disclosure and the Criminal

Procedures and Investigations Act 1996 (CPIA)

2.2 Explain the meaning of ‘material’ in the context of an

investigation

2.3 Explain what material may be generated during the

course of an investigation

2.4 Demonstrate disclosure rules with respect to:

▪ Record

▪ Retain

▪ Reveal

▪ Review

2.5 Explain the consequences of failing to comply with the

disclosure rules

3 Understand and apply the main

articles of the Human Rights Act

(HRA) which affect Border Force

work

3.1 Identify the Human Rights articles adopted by the UK

and incorporated into HRA

3.2 Give examples of how the Human Rights articles affect

Border Force work

3.3 Describe how the Border Force ensures it acts in an

HRA compliant manner

3.4 Explain the principles the Border Force must comply

with in terms of:

▪ Proportionality

▪ Legality

▪ Accountability

▪ Necessity


4 Understand what the Regulation

of Investigatory Powers Act

(2000) is and how it affects

Border Force work

4.1 Explain the purpose of RIPA

4.2 Explain who uses and must abide by RIPA

4.3 Identify the obligations placed on Border Force when

undertaking activities as defined by RIPA

5 Be able to apply legal powers

with respect to Border Force

activities

5.1 Explain the purpose of the primary pieces of legislation

underpinning the work of Border Force officers

5.2 Apply the primary pieces of legislation to core areas of

work


Title Taking action to protect borders, protect revenue and sustain economic growth

URN Y/505/4939

Level 3

Credit value 8

GLH 20

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Be able to implement procedures

for European Union (EU) Excise

goods

1.1 Define what is meant by EU Excise goods

1.2 Apply relevant legislation in relation to EU Excise goods

1.3 Explain the prosecution policy relating to EU Excise

goods

1.4 Demonstrate the use of procedures for EU Excise

goods

2 Be able to apply fraud strategies

2.1 Explain the application of fraud strategies in Border

Force work

2.2 Demonstrate the application of fraud strategies in

Border Force work

3 Be able to respond to cash as

defined by the Proceeds of Crime

Act 2002

3.1 Summarise the Proceeds of Crime Act 2002

3.2 Define the term ‘cash’ in relation to the Proceeds of

Crime Act 2002

3.3 Explain Border Force’s role in dealing with the

Proceeds of Crime Act

3.4 Take action in accordance with enforcement policy and

legislation when suspect cash is detected

3.5 Demonstrate how to bag and seal seized cash

3.6 Explain court action that is taken subsequent to seizure

of cash

4 Be able to respond to the threats

to borders posed by controlled

drugs, firearms, Realistic

Imitation Firearms (RIFs), knives

and offensive weapons

4.1 Define the meaning of the following:

• controlled drugs

• firearms

• realistic imitation firearms (RIFs)

• knives and offensive weapons

according to the relevant legislation

4.2 Identify the major controlled drugs that pose a threat to

our borders

4.3 Explain the prohibition of the importation or exportation


of the following:


• firearms



4.4 Demonstrate the actions that must be taken upon

discovery of


• firearms and ammunition (without appropriate documentation)



5 Be able to respond to Sanctions,

Intellectual Property Rights and

Missing Trader Intra-Community

Fraud

5.1 Explain what sanctions are, why they are imposed and

the different types of sanctions

5.2 Explain what Intellectual Property Rights (IPR) are and

the Border Force role in the process

5.3 Identify a range of goods associated with breaches of

IPR

5.4 Explain how Missing Trader Intra Community Fraud

works

5.5 Summarise the relevant IPR, MTIC and Sanctions

legislation

5.6 Demonstrate the actions that must be taken in

response to sanctions, IPR and MTIC

6 Be able to support the Border

Force role with respect to

indecent and obscene material

6.1 Summarise the relevant legislation in relation to

indecent and obscene material and identify the role of

Border Force in combating

6.2 Explain the role of the Border Force in combating

indecent and obscene material

6.3 Demonstrate the operational procedures for dealing

with indecent and obscene material

7 Be able to support the Border

Force role with respect to

Products of Animal Origin and

Plant Health Controls

7.1 Explain the reasons for the control of products of

animal and plant health controls

7.2 Identify the other agencies which have an interest in

the control of products of animal and plant health

controls

7.3 Summarise the relevant legislation with regard to the

control of products of animal and plant health controls,

and identify the goods to which the legislation applies

through reference to examples

7.4 Demonstrate the actions to be taken with regard to

undeclared and declared goods of this kind


Title Carrying out searches at borders

URN L/505/4940

Level 3

Credit value 6

GLH 14

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Be able to apply search theory

1.1 Describe the powers to search with regard to:

• Immigration functions

• Customs functions

and the questions that must be used prior to a search

1.2 Identify the health and safety considerations

concerning search

1.3 Demonstrate the application of search theory to a

search

1.4 Demonstrate how to deal with items found during a

search

1.5 Demonstrate the completion of search records

2 Be able to search individuals

2.1 Explain why Border Force staff may be required to

conduct search of persons

2.2 Define the different types of search

2.3 Clarify search of person powers according to legislation

2.4 Explain the procedures to be communicated to a

passenger if a search of person is to be conducted

2.5 Demonstrate search of person techniques in

accordance with policy and procedure

2.6 Describe the procedures for juveniles and children

accompanying adults who are to be searched

2.7 Summarise the role of the requesting, authorising ,

searching and witnessing officers


internal concealments

3.1 Explain the two types of internal concealments:

• stuffed

• swallowed

3.2 Explain the reasons why people smuggle internally

3.3 Identify the steps to take once internal concealment is

suspected


3.4 Explain the health and safety implications of a

suspected internal concealment

3.5 Explain the duty of care regarding internal

concealments


Title Seizure and detention of goods at borders

URN R/505/4841

Level 3

Credit value 3

GLH 6

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the legislation and

policy that applies to seizure and

detention of goods

1.1 Explain the sections of the Customs and Excise

Management Act (CEMA) that cover seizure and

detention

1.2 Identify who is authorised to seize goods/detain goods

1.3 Explain the reasons for the detention of goods, and

provide examples of the methods and procedure for

seizing goods

1.4 Summarise the appeals, restoration and review

process with reference to

• condemnation proceedings

• restoration

1.5 Summarise follow up actions following seizure of goods

1.6 Clarify the meaning of the terms

• forfeiture

• detention

• seizure

2 Be able to seize and detain

goods at borders

2.1 Demonstrate the procedure and methods for seizing

goods

2.2 Complete relevant documentation in accordance with policy and procedure


Title Arresting, detention and cautioning individuals at borders

URN J/505/4290

Level 3

Credit value 4

GLH 20

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Be able to apply powers of arrest,

detention and the cautioning of

suspects

1.1 Explain the power of arrest with reference to the

appropriate legislation

1.2 Clarify what constitutes an arrest and the procedures to

be followed on the arrest of a suspect

1.3 Explain the meaning and use of a ‘caution’

1.4 Identify when and how a caution should be given

1.5 Demonstrate the use of a caution and its further

explanation to an individual who does not understand

its meaning

1.6 Demonstrate the arrest/detention of a suspect

1.7 Explain the post arrest/detention procedures for

searching and interviewing

1.8 Explain the implications of not adhering to relevant

Codes of Practice for arresting, detention and

cautioning

2 Understand how to assist with the

custody of individuals

2.1 Explain the relevant legislation and procedures for the

custody of individuals

2.2 Explain how to contribute to assessing and responding

to the risks associated with the custody of individuals

2.3 Explain the rights and entitlements of the detained

person

2.4 Explain the responsibilities of the Arresting Officer and

Custody Officer

2.5 Explain the procedure and methods for those involved

in assisting with the custody of individuals

2.6 Explain the relevant documentation for the custody of

individuals


Title Processing information for intelligence purposes in Border Force work

URN L/505/4291

Level 3

Credit value 2

GLH 4

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the function of

intelligence in Border Force work

1.1 Identify the relevant legislation with regard to gathering and recording information

1.2 Explain the role of the Border Force in dealing with information provided by the public

1.3 Explain the different forms of intelligence used in

Border Force work

1.4 Explain the duty of care to members of the public

offering information

2 Be able to collect information for

intelligence purposes

2.1 Explain the collection, analysis and dissemination of

intelligence in Border Force work

2.2 Demonstrate the collection, analysis and dissemination

of intelligence in Border Force work


Title Supporting forensics and chain of evidence in Border Force work

URN R/505/4292

Level 3

Credit value 3

GLH 6

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the range of common

forensic services provided to the

Border Force

1.1 Summarise the work of the Forensic Management Unit

1.2 Identify the common forensic services provided to the

Border Force

2 Be able to preserve a crime

scene

2.1 Explain the meaning of the terms ‘crime scene’ and

‘crime scene preservation’

2.2 Explain the procedures for crime scene preservation

2.3 Explain the benefits of good crime scene preservation

2.4 Demonstrate the preservation of a crime scene

3 Be able to support forensics and

the chain of evidence

3.1 Explain Locard’s principle

3.2 Describe the meaning of ‘physical evidence’

3.3 Describe the evidential value of fingerprints and DNA

3.4 Demonstrate the use of common forensic approaches

3.4 Demonstrate the appropriate packaging and labelling

procedures needed to preserve potential evidence

3.6 Describe the term chain of evidence, its importance

and how it is maintained

3.7 Make accurate records of the chain of evidence


Title Interviewing individuals at borders

URN T/505/4429

Level 3

Credit value 8

GLH 18

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the purpose and use

of interviewing

1.1 Explain the legislation relevant to interviewing with

reference to:

• Civil interviews

• Criminal interviews

1.2 Explain the purpose and use of interviewing in Border

Force work

1.3 Describe the situations in which interviewing is required

2 Be able to carry out interviews

2.1 Apply appropriate legislation, policy and procedure

when conducting interviews in respect of Border Force

matters

2.2 Demonstrate interviews at Borders

3 Be able to carry out tape

recorded interviews

3.1 Explain the reasons for tape recording interviews

3.2 Identify the types of interview which will be tape

recorded and any exceptions to the rule

3.3 Explain the procedure for conducting tape recorded

interviews


Title Managing Border Force case files and information

URN K/505/4430

Level 3

Credit value 5

GLH 14

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Be able to complete case files 1.1 Explain the process and procedures for case files

1.2 Demonstrate the completion of a case files

2 Be able to complete reports 2.1 Explain the process and procedures for reporting

2.2 Demonstrate best practice for the completion of reports

3 Be able to use relevant database

systems

3.1 Explain the use of relevant database systems

3.2 Demonstrate the use of database systems


Title The detention and temporary admission of passengers at borders

URN M/505/4431

Level 3

Credit value 6

GLH 12

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Be able to identify and process

passengers suitable for detention

1.1 Explain the circumstances when detention is

appropriate

1.2 Describe the places of detention, time limits and

standard procedures for detention

1.3 Explain the stages at which passengers can be

detained

1.4 Demonstrate the completion of detention forms

2 Be able to identify and process

passengers suitable for

Temporary Admission (TA)

2.1 Explain the circumstances when Temporary Admission

(TA) is appropriate

2.2 Identify the circumstances in which TA may apply

2.3 Describe the procedures for granting TA,

passenger/sponsor

2.4 Identify suitable TA locations

2.5 Describe the circumstances when TA conditions may

be changed

2.6 Demonstrate the completion of TA forms

3 Understand the procedures

required for absconders

3.1 Describe the four main groups of absconders and the

procedures required for each of these groups


Title Responding to customs offences

URN T/505/4432

Level 3

Credit value 4

GLH 6

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Be able to identify and respond to

an offence in respect to Customs

Activity

1.1 Describe the principle offences within the Customs and

Excise Management Act (CEMA)

1.2 Explain the courses of action as a result of an offence

1.3 Demonstrate the identification of an offence and the

subsequent course of action

2 Be able to apply the principles of

charging

2.1 Explain the role of the Crown Prosecution Service

2.2 Explain the subsequent courses of action that the

Crown Prosecution may determine

2.3 Explain what preparations should be made in advance

of escorting an individual to a Police Station for formal

charge

2.4 Explain the procedures to be followed when presenting

a suspect for charging at a Police Station

2.5 Explain the principles of bail

2.6 Apply the principles of charging to a range of cases


Title Responding to immigration offences

URN A/505/4433

Level 3

Credit value 4

GLH 6

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand immigration offences

at borders

1.1 Describe what constitutes facilitation offences

1.2 Identify the offences under the Immigration Act 1971 that deal with facilitation and illegal entry

1.3 Describe the officers powers and procedures with

regard to facilitation and illegal entry offences

2 Be able to apply the principles of

charging

2.1 Explain the role of the Crown Prosecution Service

2.2 Explain the subsequent courses of action that the

Crown Prosecution may determine

2.3 Explain what preparations should be made in advance

of escorting an individual to a Police Station for formal

charge

2.4 Explain the procedures to be followed when presenting

a suspect for charging at a Police Station

2.5 Explain the principles of bail

2.6 Apply the principles of charging to a range of cases


Title Refusals and removals of passengers at borders

URN F/505/4434

Level 3

Credit value 5

GLH 8

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Be able to refuse leave to enter 1.1 Explain the procedures for refusing leave to enter

1.2 Demonstrate procedures for refusing leave to enter

2 Be able to process removals

2.1 Identify the options for removal

2.2 Describe the removal procedures for a variety of cases

2.3 Identify and complete appropriate documentation

3 Be able to suspend and cancel

Visas/ECs

3.1 Explain the grounds for a visa / EC holder to have their

leave suspended, reinstated or cancelled

3.2 Identify and complete the appropriate documentation

for suspension and cancellation of Visas/ECs

3.3 Explain the types of enquires that should be made

3.4 Demonstrate the suspension and cancellation of

Visas/ECs


referrals

4.1 Identify the information required to make a referral

4.2 Explain when and how to make a referral


Title Equality and diversity in public service

URN R/505/0047

Level 3

Credit value 2

GLH 6

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the concept and

benefits of equality and diversity

within public service

1.1 Explain the principles underpinning equality and

diversity in public service

1.2 Explain the distinctions between equality and diversity

1.3 Describe the importance and benefits of successful

equality and diversity policies and processes

1.4 Explain legal and organizational requirements for

equality and diversity within public service

1.5 Explain the potential consequences of inadequate

policies and processes and unacceptable behaviour

2 Be able to fulfil organizational

expectations for equality and

diversity within public service

2.1 Display behaviour that meets organizational

requirements for equality and diversity

2.2 Promote the benefits of equality and diversity

2.3 Explain how to identify instances of unacceptable

behaviour

2.4 Explain how to deal with instances of unacceptable

behaviour

3 Be able to deal with the diverse

customers with a range of

needs

3.1 Identify the nature of customers’ needs and how this

affects the help they offer

3.2 Offer or adapt support that meets customers’ needs

3.3 Explain the way in which customers’ needs affect what

can be offered


Title Present information to courts or other hearings

URN F/602/1539

Level 3

Credit value 5

GLH 33

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Know the legal and

organisational requirements for

presenting evidence to courts

and other hearings

1.1 Identify current, relevant legislation, policies,

procedures and codes of practice for presenting

evidence to court and other hearings

1.2 Identify current, relevant legislation and organisational

requirements in relation to race, diversity and human

rights

1.3 Identify the legislation relevant to the case in question

1.4 Describe the permitted liaison with victims, witnesses

and defendants

1.5 Identify the support services (e.g. victim support, duty

solicitor) available at court/hearing and their role and

responsibilities

1.6 Explain the importance of considering evidence in

advance

1.7 Describe the roles and responsibilities of court

personnel

1.8 Identify procedures and protocols in courts and at

hearings

1.9 Identify what constitutes a breach of court protocol or

procedure and to whom any breaches should be

reported

2 Know how to present

information to courts or other

hearings

2.1 Describe how to prepare, and make available notes

and materials in a manner that maintains their

continuity and integrity

2.2 Describe how and where to locate and obtain

evidence, notes and materials for presentation

2.3 Describe how to liaise with prosecuting authorities

2.4 Describe how to give evidence effectively in a court or

hearing

2.5 Describe how and when you can refer to any notes

and materials in your possession


2.6 Describe techniques for maintaining control and

composure under cross-examination

3 Be able to present information

to courts or other hearings

3.1 Consider and prepare the relevant information in

advance of the hearing

3.2 Ensure that you are in possession of the appropriate

notes and materials

3.3 Conform to acceptable professional standards of

appearance and behaviour at all times

3.4 Provide information and respond to questions with

due regard for the rules and the procedures of the

venue

3.5 Provide oral evidence that is consistent with any

written materials provided by you as part of the case

3.6 Respond to all directions of the court or hearing

promptly and appropriately

3.7 Report any breaches of court procedure or protocol

that come to your attention promptly to the relevant

authority


Title Principles of operational delivery

URN D/504/9970

Level 3

Credit value 2

GLH 8

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Understand the scope of

operational delivery

1.1 Explain the size and scope of the operational delivery

profession

1.2 Explain the aims and objectives of operational delivery

1.3 Explain the way in which their Department/agency’s

powers and constraints affects their role

1.4 Describe the benefits of operational delivery

2 Understand the structure of


2.1 Explain how operational delivery is structured

2.2 Explain the interface of operational delivery with other

professions and Departments/agencies

2.3 Explain their role within operational delivery to achieve

business objectives

3 Understand professional

standards within operational

delivery

3.1 Explain the role of professional standards in achieving

operational delivery objectives

3.2 Explain the use of professional standards and core

activities in articulating competence, values and links

across the operational delivery profession

3.3 Explain the links between key knowledge areas and

professional standards

4 Understand the role of

Continuous Professional

Development (CPD) within


4.1 Explain the scope, purpose and characteristics of CPD

4.2 Explain the benefits of CPD

4.3 Explain the role of CPD in career management,

professional development and the attainment of

qualifications

4.4 Describe how to access operational delivery formal

learning programmes

4.5 Explain the value of informal learning

4.6 Explain the benefits of regular CPD reviews and

development planning


Title Manage own professional development within an organisation

URN L/600/9586

Level 3

Credit value 4

GLH 20

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Be able to assess own career

goals and personal

development

1.1 Identify own career and personal goals

1.2 Assess how own career goals affect work role and

professional development

2 Be able to set personal work

objectives

2.1 Agree SMART (Specific, Measurable, Achievable,

Realistic and Time-bound) personal work objectives in

line with organisational objectives

3 Be able to produce a personal

development plan

3.1 Identify gaps between objectives set, own current

knowledge and skills

3.2 Produce a development plan

4 Be able to implement and

monitor own personal

development plan

4.1 Plan activities identified in own development plan

4.2 Explain how to monitor and review own personal

development plan


Annex One

Glossary of Terms

Assessment Criteria Assessment criteria specify the standard a learner is expected to meet to demonstrate that the learning outcomes of that unit have been achieved. Assessment criteria should be sufficiently detailed to support reliable, valid and consistent judgements that a learning outcome has been achieved, without creating an undue burden for learners or assessors. Assessment criteria do not include any explicit references to the methods or instruments of assessment to be used Credit Value Credit value specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit. A total of 1 credit represents 10 hours of learning time. Learning time is the amount of time a learner at the level of the unit, is expected to take, on average, to complete the learning outcomes of the unit to the standard defined in the assessment criteria. The credit value of the unit remains constant, regardless of the method of assessment used or the qualification(s) to which it contributes. Learning time includes all the time needed to achieve a unit, including, contact time, directed learning, assessment preparation time and assessment time, but not learner initiated study. Guided Learning Hours (GLH) Guided Learning Hours (GLH) is sometimes called contact time. The GLH does not include learning time spent away from the assessor/trainer. Learning Outcomes Learning outcomes set out what a learner is expected to know, understand or be able to do as the result of a process of learning. They should be clear and coherent, and expressed in language that is understandable by the learner for whom the unit is intended. Level 3 The ability to: Apply knowledge and skills in a range of complex activities demonstrating comprehension of relevant theories; access and analyse information independently and make reasoned judgments, selecting from a considerable choice of procedures in familiar and unfamiliar contexts and direct own activities, with some responsibility for the output of others. Regulated Qualifications Framework (RQF) The Regulated Qualifications Framework (RQF) provides the structure for creating and accrediting qualifications in England, Wales and Northern Ireland. RQF qualifications are designed with the help of employers, so learners can be assured they are gaining the relevant skills that employers are looking for.


Units Units are units of assessment that describe the learning outcomes and assessment criteria required for a particular area of learning and skills development. Units can be used to build RQF qualifications (i.e. awards, certificates, diplomas). Each unit has a unit title which provides a clear and concise indication of the content of the unit. The unit title must be meaningful in its own right and should not make reference to any information outside the unit including other units, qualifications or standards.


Copyright

The content of this document is, unless otherwise indicated, Copyright © SFJ Awards and

may not be copied, revised, reproduced or distributed, without prior written consent from SFJ

Awards.

However, approved SFJ Awards centres may use and reproduce this document free of

charge when teaching/assessing learners working towards SFJ Awards qualifications, or for

SFJ Awards related administration purposes. Learners may copy the document for their own

use only when working towards SFJ Awards qualifications via an approved SFJ Awards

centre.

Documents

Qualification Handbook Border Enforcement Diplomas · 2.2 Pre-entry Requirements There are no pre-entry requirements for enrolling to complete these qualifications. 2.3 Unit Content