PWSP301

NCEA Level 3 Police Pathways 301

Course Description

Teacher in Charge: K. Wiltshire


The Police Pathway Programme aims to provide students with a foundation understanding of the knowledge, skills, attributes and attitudes associated with the Police and Policing in Aotearoa. The course provides students with an opportunity to explore the physical and leadership requirements required to become a Police Officer.

The programme is supported by NZ Police. Students completing this course will receive an NZ Police certificate of achievement. For students interested in joining the RNZPC this course incorporates the content of the 12 week distance learning course which is a requirement of the application process. Applicants would still need to meet the other entry requirements.

Students have three theory lessons and one practical fitness lesson each week.

This course has limited numbers. Students selecting PWSP 301 will need to demonstrate a commitment to the programme including the physical fitness component.  



Recommended Prior Learning

Students will need a minimum of Level 1 numeracy and literacy and 30 credits at Level 2 to be considered for this course.

Credit Information

Total Credits Available: 24 credits.
Internally Assessed Credits: 24 credits.

Assessment
Description
Level
Internal or
External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 1296 v7
NZQA Info
Interview in informal situations

Further assessment opportunities will not be offered for this standard inline with NZQA guidelines

Level: 3
Internal or External: Internal
Credits: 3
Level 1 Literacy Credits: 0
University Entrance Literacy Credits: 0
Numeracy Credits: 0
U.S. 1297 v7
NZQA Info
Conduct an interview in a formal situation

Further assessment opportunities will not be offered for this standard inline with NZQA guidelines

Level: 4
Internal or External: Internal
Credits: 5
Level 1 Literacy Credits: 0
University Entrance Literacy Credits: 0
Numeracy Credits: 0
U.S. 4251 v8
NZQA Info
Plan a career pathway

Further assessment opportunities will not be offered for this standard inline with NZQA guidelines

Level: 3
Internal or External: Internal
Credits: 3
Level 1 Literacy Credits: 0
University Entrance Literacy Credits: 0
Numeracy Credits: 0
U.S. 9681 v7
NZQA Info
Contribute within a team or group which has an objective

Further assessment opportunities will not be offered for this standard inline with NZQA guidelines

Level: 3
Internal or External: Internal
Credits: 3
Level 1 Literacy Credits: 0
University Entrance Literacy Credits: 0
Numeracy Credits: 0
U.S. 11097 v5
NZQA Info
Listen actively to gain information in an interactive situation

Further assessment opportunities will not be offered for this standard inline with NZQA guidelines

Level: 3
Internal or External: Internal
Credits: 3
Level 1 Literacy Credits: 0
University Entrance Literacy Credits: 0
Numeracy Credits: 0
U.S. 26971 v1
NZQA Info
Describe factors that contribute to mental health wellbeing and mental health problems

Further assessment opportunities will not be offered for this standard inline with NZQA guidelines

Level: 3
Internal or External: Internal
Credits: 3
Level 1 Literacy Credits: 0
University Entrance Literacy Credits: 0
Numeracy Credits: 0
A.S. 91501 v2
NZQA Info
Physical Education 3.4 - Demonstrate quality performance of a physical activity in an applied setting

Further assessment opportunities will not be offered for this standard inline with NZQA guidelines

Level: 3
Internal or External: Internal
Credits: 4
Level 1 Literacy Credits: 0
University Entrance Literacy Credits: 0 *
Numeracy Credits: Y
Credit Summary
Total Credits: 24
Total Level 1 Literacy Credits: 0
Total University Entrance Literacy Credits: 0
TotalNumeracy Credits: 4

Approved subject for University Entrance

Number of credits that can be used for overall endorsement: 4

Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.

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