PROGRAMME SPECIFICATION TEMPLATE

Please see Guidance Notes in the Programme Approval Guidance for Programme Teams to assist in the completion of this template.

1.  / Awarding Institution/Body / Teesside University [TU]
2.  / Teaching Institution / Durham and Darlington Fire and Rescue Service [DDFRS]
3.  / Collaborating Organisations
(include type) / ·  Durham and Darlington Fire and Rescue Service (County Durham and Darlington Fire and Rescue Service)
4.  / Delivery Location(s)
[if different from UoT] / ·  Darlington Fire Station Community Station(County Durham and Darlington Fire and Rescue Service)
·  SERCO International Fire Training Centre, (Aerospace)
·  National Policing Improvement Agency, NPIA), Harperley Hall, Crook, County Durham, (http://www.npia.police.uk/en/5235.htm).
5.  / Programme Externally Accredited by (e.g. PSB) / None
6.  / Award Title(s) / Foundation Degree in Fire Scene Investigation
7.  / Lead School / School of Science and Technology
8.  / Additional Contributing Schools / None
9.  / FHEQ Level
[see guidance] / Level 5
10. / Bologna Cycle
[see guidance] / Short Cycle
11. / JACS Code and JACS Description / F410
12. / Mode of Attendance
[full-time or part-time] / Part Time Work Based
13. / Relevant QAA Subject Benchmarking Group(s) / Foundation Degree qualification benchmark
14. / Relevant Additional External Reference Points
(e.g. National Occupational Standards, PSB Standards) / Skills For Justice National Occupational Standards Fire Investigation
15. / Date of Production/Revision / Feb. 2009
16. / Criteria for Admission to the Programme
(if different from standard University criteria) / Candidates must be serving members of a Fire and Rescue Service and are, or may soon be, a designated level 2 Fire Investigator.
A Level 2 Investigator is an experienced senior officer within a UK Fire Service who is nominated to undertake fire investigations at the scene of incidents where the cause is not easily established or is suspected to be deliberate resulting in significant financial loss.
Level 2 Fire Investigators work closely with Police investigators as technical and specialist advisors. Level 2 officers have more advanced training and experience to carry out these investigations.
Experienced Level 2 fire investigators can progress in educational terms from Level 2 to a higher level of investigatory ability, (Level 3). Level 3 officers tend to work in concert with other specialist agencies and forensic investigators.
Candidates must have a good level of ability of numeracy, literacy, information technology and posses experience in writing documents within their professional environment.
17. / Educational Aims of the Programme
The overall aims of the programme are to:
§  develop the knowledge, skills and techniques that will enable Fire Investigators to provide accurate and credible evidence in a court of law by;
§  ensuring that the Investigator is capable of recognising and collecting relevant information from a range of sources
§  developing preparation and presentation skills that will enable the investigator to communicate conclusions pertinent to the case
§  informing the investigator of all relevant safe working practices and techniques to maintain safety and effectiveness at the scene
18. / Learning Outcomes
The programme will enable students to develop the knowledge and skills listed below. On successful completion of the programme, the student will be able to:
Knowledge and Understanding (insert additional rows as necessary)
K7 / Identify the cause of fire patterns and fire behavioural indicators able to explain their significance.
K13 / Understand and explain the process of stratification and why the contextualisation of evidence is important in fire scene excavation.
K14 / Explain the rationale and methodology of creating an excavation matrix within a fire scene.
K15 / Discuss and explore the ethical and legal issues in regard to the powers of entry.
K16 / Understand and explain the process of tracing a fault within a UK domestic circuit.
K17 / Explain the process of Resistance, Short circuit, Ground fault, Parting arcs and Excessive currents.
K18 / Critically review fire behavioural indicators both internally and externally of the fire scene.
K19 / Understand and explain the process of giving evidence within the English Legal system.
K20 / Discuss the legal and ethical issues relating to the role of professional witness.
K21 / Demonstrate understanding of the legal requirements of taking an oath or affirmation in court.
Cognitive/Intellectual Skills (insert additional rows as necessary)
C8 / Be able to recognise, interpret and report the value of potential physical evidence within the context of a scene excavation.
C9 / Recognise the context in which an item of evidence is found and review this against physical fire indicators within the fire scene.
C10 / Choose appropriate tools and methodologies to conduct an excavation and examination of the fire scene.
C11 / With direction gather and interpret information from the fire scene to act as a foundation of hypothesis.
C12 / Be able to recognise and interpret physical damage to an electrical component.
C13 / Recognise the context in which an electrical fault is found and review this against physical fire indicators within the fire scene
C14 / Gather and independently interpret information from the fire scene in order to act as a foundation of hypothesis.
C15 / Identify key areas and potential problems that may affect the validity of the evidence to be presented.
C16 / Analyse and interpret evidence from a variety of factual sources and materials.
Practical/Professional Skills (insert additional rows as necessary)
P10 / Demonstrate competence in the methodical reconstruction of the fire scene.
P11 / Demonstrate the ability to recognise human bone matter from a selection of non-biological materials.
P12 / Demonstrate the application of a range of techniques in excavation and reconstructive practice.
P13 / Examine and evaluate excavated evidence in context with the (simulated) human remains within the compartment fire to support the conclusions of a fire investigation report.
P14 / Demonstrate competence in the operation of the P.I.D. through the identification of three hydrocarbon based materials from a range of samples.
P15 / Demonstrate the ability to create a ‘Fault finding map’ within a domestic circuit.
P16 / Operate ethically in complex, sensitive crime enquires and predictable investigations requiring the application of a wide range of techniques.
P17 / Demonstrate the ability to maintain control and composure during robust cross examination
Key Transferable Skills (insert additional rows as necessary)
T2 / Demonstrate the ability to critically evaluate and reflect on personal actions and decisions.
T3 / Engage in team activities to enhance a co-operative approach to learning and working.
T4 / Communicate appropriately in speech in group discussions and as an individual.
T8 / Identify strengths and weaknesses in personal performance when presenting factual oral evidence in a court room setting.
T9 / Adopt a range of roles with the excavation and examination team to support police and forensic partners.
T10 / Demonstrate the ability to critically evaluate and reflect on potentially conflicting evidence as a professional witness.
Pathway Specific Outcome for Pathway 1 N/A
Pathway Specific Outcome for Pathway 2 N/A
Pathway Specific Outcome for Pathway 3 N/A
19. / Key Learning & Teaching Methods
The programme structure has been specifically designed to incorporate substantial work based portfolios which require students to integrate their professional knowledge and experience with the academic learning to promote lifelong learning.
The programme combines both work based learning and academic delivery at particular centres of excellence such as the National Policing Improvement Agency, Harperley Hall, and the SERCO International Fire Training Centre, Middleton St. George.
Students will progress within a portfolio of nine twenty credit and two thirty credit work based modules. The two thirty credit modules are a distinctive feature of the programme design and key to overall programme aims with expertise provided by partners from disciplines as diverse as Forensic Engineering, Anthropology, Archaeology and Fingerprint Enhancement.
The programme design is based upon promoting effective student engagement in operational practice within the context of the fire under investigation combined with the introduction specialist recording and recovery techniques and evaluation methods via lectures, tutorials and practical sessions. This is an integrated approach designed to foster a holistic approach to fire scene investigation and incorporates strong focus on reflective practice and personal development planning.
Students will begin their learning in the work place before moving onto the residential components and finally returning to the workplace to complete their learning; the rationale behind this is that they will form an appreciation of the culture and working practices that are apparent where they work. By affording the opportunity to start learning in the work place it places the learning of the subject matter in context. Students therefore will have the awareness to form representations of practices in their work place and also the interconnecting role the scenes of crime departments have in that environment.
The pathway structure provides an integrated approach for learning in the workplace and centres upon a combination on portfolio development, evidencing their own academic and professional development upon completion of all eleven modules and 240 credits.
Work based learning placements are designed to give students an experience of operational fire investigation work, as well as theoretical aspects and systems.
Develop the core knowledge and procedures utilised in the workplace.
e-Tutorials will include individual discussion of progress and personal development plans.
Work must be substantiated with a demonstration of understanding via oral and / or written assessment.
Practical sessions designed to give students the experience of
recording and recovery techniques and evaluation of evidence recovered within the context of the fire under investigation formulating an action plan demonstrating the application of an investigative mindset for progress and personal development.
Reflective practice throughout is a key element to allowing the student to examine their own work, identify their own learning needs and challenges whilst providing evidence of what is required to operate confidently, efficiently and ethically in the work place.
Students will be supported by a mentor within their place of work in addition to support provided by the University and the NPIA
Extensive support will be provided using e-leaning technologies including Elearning@tees.
20. / Key Assessment Methods
Formative assessment:
Formative assessment refers to work on which a student is provided feedback to assist their learning. You could be asked to complete any number of tasks in lectures or seminars where you are being formatively assessed by the lecturer. A lecturer can formatively assess students at anytime; they may give this type of feedback to individuals, small groups, pairs or the whole class. This type of assessment is designed to support your summative assessment assignments and also allows the lecturer to gauge how well you have grasped a topic and if for example there are particular areas they may need to revisit in their teaching or revise with you.
Summative assessment:
Summative assessment refers to work which is assessed, awarded a grade against specified marking criteria and acts as a warrant of certification. Summative assessment tasks could be an essay, an exam, a presentation, or a group project, you may be asked to complete summative assessment mid way through a module or towards the end of the module, or even once teaching sessions have been completed.
Essays and other forms of writing:
Essays and other forms of written assessment tasks such as reports; are a long established and accepted form of assessment in many disciplines. Essays can assess analytical, evaluative and communication skills.

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21. / Programme Modules
(additional copies to be completed for each named pathway)
Level 4
Code / Title / Credits / Status / Non-Compensatable / Compensatable
Managing Own Learning / 20 / core / Yes / No
Evidence Gathering / 20 / core / Yes / No
Safety at the Fire Scene / 20 / core / Yes / No
Physical Fire Indicators (Practical) / 20 / core / Yes / No
Investigative Skills / 20 / core / Yes / No
Forensic Awareness at Fire Scenes / 20 / core / Yes / No
Level 5
Code / Title / Credits / Status / Non-Compensatable / Compensatable
Methodology of Fire Scene Examination / 20 / core / Yes / No
Practical Excavation #1 / 20 / core / Yes / No
Electrical Fires & PID / 20 / core / Yes / No
Practical Excavation #2 / 30 / core / Yes / No
Court Room Skills and Coroners Courts / 30 / core / Yes / No

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22. / Programme Structure
The programme structure has been designed specifically to enable flexible completion by students engaged in full time operational duties. The programme design is based around the completion of a substantial work based portfolio embedded within eleven work based modules which require students to integrate their professional knowledge and experience whist remaining in the workplace.
It is expected that students will typically successfully complete all of the modules over a two year period as described in the following diagram obtaining 240 credits.
Year 1 / Level 4 / Managing Own Learning (20 Credits)
Evidence Gathering
(20 credits) / Safety at the Fire Scene
(20 credits) / Physical Fire Indicators (Practical)
(20 credits) / Investigative Skills
(20 credits) / Forensic Awareness at the Fire Scene
(20 credits)
Year 2 / Level 5 / Methodology of Fire Scene Examination
(20 credits) / Practical Excavation #1
(20 credits) / Electrical Fires and PID
(20 credits) / Practical Excavation #2
(30 credits) / Court Room Skills and Coroners Courts
(30 credits)
The credit value of each module is equated to the number of learning hours required; for 1 credit the student is expected to complete 10 hours of learning. Therefore, for a 20 credit module you are expected to complete 200 hours of study, much of this will be work-based and self-directed learning.
The module content has been specifically chosen to ensure the academic and professional progression of all students working as fire investigators, regardless of their experience.
The students will continue to develop professionally over the two years of the course. They will be able to use techniques that they have developed in some of the practical modules and apply them in their work place. They will be able to develop new skills related to working with other professions in modules such as Courtroom Skills and Coroners Court. The exposure to other professions and their new skills combined with their extensive research and study will allow them to identify both their role and potential areas for their continuing professional development.