Uniformed Protective Services Unit 2 Scheme of Work PDF

Unit 2 UNIT TITLE Behaviour and Discipline in Key to learning opportunities the Uniformed Protective Services Guided learning...

Unit 2 UNIT TITLE Behaviour and Discipline in Key to learning opportunities the Uniformed Protective Services Guided learning AW Assignment RS Revision 120 hours writing session Number of GS Guest speaker V Visit 60 lessons Duration of IS Independent WE Work 2 hours lessons study experience Links to other units Unit 5: Physical Preparation, Health and Wellbeing Unit 6: Teamwork, Leadership and Communication in the Uniformed Protective Services Unit 9: Sociological Perspectives Unit 13: Introduction to Criminology Lesson Classroom Lesson Topic Suggested activities type resources Topic A Factors affecting behaviour 1 A1 Principal Tutor-led presentation: Tutor to outline the nature of the topics Unit specification psychological and the type of assessment that learners will be expected to Key studies guide perspectives as complete. Computer/internet applied to behaviour Learners will be required to demonstrate knowledge and access understanding of principal psychological perspectives and their impact on behaviours. They need to be able to apply knowledge and understanding of behaviour and discipline within uniformed protective services.  Lesson Classroom Lesson Topic Suggested activities type resources They will learn to analyse the authority, obedience, conformity and theories of behaviour and their impact within the uniformed protective services. They will learn to make connections between behaviours, theory and practice within uniformed protective services. Tutor to explain that this unit is assessed by a written examination set by Pearson. The examination will be two hours in length. The number of marks for the unit is 80. Tutor-led presentation: Introduce learners to factors affecting behaviour. Tutor-led delivery: Tutor to provide learners with information about the key studies’ approaches to psychology. Learners should make formal notes during the delivery and should ensure that they record information about Behaviourist, Psychodynamic, Humanistic and Cognitive theories. Where possible the teacher should include protective service examples. Plenary: Check learners understanding of the factors affecting behaviour and relevant theories. 2 A1 Principal IS Lead in: Tutor to remind learners of the approaches to psychological psychology and different theories they explored. perspectives as Individual activity: Ask learners to research the principle applied to psychological perspectives of behaviour, which were taught in the behaviour last lesson. Ask learners to make further notes and annotate their class notes so that they have a deeper understanding of Behaviourist, Psychodynamic, Humanistic and Cognitive theories. Homework: Ask learners to select a behaviour theory and to write down three questions, with answers, about the theory and how it is applied to behaviour. (These questions can be used to start the next lesson).  Lesson Classroom Lesson Topic Suggested activities type resources 3 A2 Behaviour as an Lead in: Introduce learners to the factors affecting behaviour. outcome of satisfying Tutor-led presentation: provide learners with information about needs the factors affecting behaviour. Where possible the tutor should include protective service examples. During the presentation learners should make notes about the features of different needs and how working in uniformed protective services contributes towards meeting these needs. There should be a presentation on Maslow’s hierarchy of needs, which allows learners to understand how behaviours are linked to biological, safety, social and self- esteem needs. Useful information about Maslow’s hierarchy can be found on the ‘Simply Psychology’ website. Plenary: Check learners understanding of Maslow’s hierarchy and factors affecting behaviour. 4 A3 Theories of Lead in: Introduce learners to personality types and theories personality (characteristics of personality types, trait theory, situational theory, modelling, social reinforcement, interactionist theory). Class discussion: Ask learners to discuss different personality types and what they know about Types A and B and how these common traits could impact upon protective service roles. Paired activity: In pairs, ask learners to research the key features of each theory: characteristics of personality types (Type A and Type B personalities) and Trait theory (whether behaviour can be predicted based on an individual’s traits). Learners should focus their research and make notes on the strengths and weaknesses of both theories and their application to working in the uniformed protective services. Q+A: Ask learners about their research and for examples which help to explain the two theories of personality. 5 A3 Theories of Lead in: Introduce learners to other personality theories. personality Tutor led presentation: deliver information about the key features of each theory, their strengths and weaknesses and their application to working in the uniformed protective services.  Lesson Classroom Lesson Topic Suggested activities type resources Information must cover situational theory, modelling, social reinforcement and interactionist theory. Class discussion: ask learners to interpret the information they have been given about personality theories and provide protective service examples to explain each theory. Individual activity: ask learners to make notes from the class discussion and to record different examples of how these personality theories can explain personality types. Plenary: check learners understanding of the different personality theories delivered in the lesson. 6 A4 Development of Lead in: Introduce learners to attitude theories and how attitude attitude and related can impact an individual’s behaviour. theories Teacher led presentation: explain to learners how attitude impacts on an individual’s behaviour when dealing with others in public service situations. Learners should be presented with information about development of attitudes, theories of the influence of attitude on behaviour, attitude to specific actions, subjective norms, perceived behavioural control and behavioural intention. Paired activity: ask learners to work in pairs and to identify protective service examples for the different attitude theories. For example, attitudes towards specific actions – in the armed forces soldiers need to be able to perform in the same way and display the same attitudes to a given situation. Plenary: check learners understanding about how attitude impacts on an individual’s behaviour when dealing with others in public service situations. 7 A4 Development of Lead in: Introduce learners to Dweck’s mindset theory. attitude and related Teacher led presentation: explain to learners how Dweck theories believes that ability and talent can impact behaviour and how attitude theories can explain an individual’s behaviour when dealing with others in public service situations. Learners should be given information about Dweck’s mindset theory, fixed mindset  Lesson Classroom Lesson Topic Suggested activities type resources and growth mindset. Learners should make notes during the presentation and focus on how beliefs about ability and talent impact on behaviour and how fixed versus growth mindsets can impact individuals and the roles they take on in the protective services. Class discussion: ask learners to give examples from protective service roles where they face challenges, obstacles, effort and criticism. Learners could discuss how a police officer may avoid failing a challenge by instead embracing it, rather than avoiding roles which would expose them to new or more difficult situation, or a navel recruit who, when facing an obstacle such as learning a new skill, persists rather than gives up so that they learn the new skill and master it. Plenary: check learners understanding about Dweck’s theory and how it can link to protective service roles and situations. 8 A4 Development of Lead in: remind learners about Dweck’s mindset theory. Equipment to attitude and related complete command theories Group activity: allow learners access to a large indoor space or an outdoor area such as a sports hall or playing field. Split the tasks. class into two groups. Give each group command task type activities, problem solving tasks which require their teamwork and cooperation and communication. Examples of these type of activities can be found on the ‘Army Cadets’ (search for news and events/command tasks) and ‘Team Building’ websites. Ensure that the two groups are as far apart as possible, so that they cannot hear your comments. During the activities you should be very critical of each team, comment about their ability and effort levels, suggest they give up! Then swap approaches and be very supportive, give the groups praise, tell them how well they’re doing and how they work really well as a team. Class discussion: ask learners how they felt when you/the teacher was critical about their efforts and ability and what impact it had on them and their group performance in the activity. Then  Lesson Classroom Lesson Topic Suggested activities type resources question them about the impact of praise. Ask learners to project these feelings long-term and to imagine the affect in their behaviours of growth and fixed mindset approaches. Plenary: check learners understanding of Dweck’s theory and how it can aid the development of attitude. 9 A4 Development of IS or AW Mock assessment: ask learners to write a 1500 word essay on attitude and related attitude theories and how attitude impacts on an individual’s theories behaviour when dealing with others in public service situations. The essay should include specific public service examples. Learners should use their notes produced for topic A to help write this essay. 10 All content in topic A RS Revision session: learners should use these lessons to revise the Computers and topics covered in topic A. They should independently research and internet access prepare notes for the assessment on this topic. You should allow Books, journals and learners to use the Sample Assessment Materials to practise magazines preparing for an external assessment. Topic B Obedient and compliant behaviour within the uniformed protective services 11 B1 Obedience and Lead in: Introduce learners to the need for obedience and compliance compliance in uniformed protective services. Teacher led presentation: deliver information to the learners about the different types of obedience (conscious, unconscious), the relationship between obedience and compliance and the importance of obeying orders and commands from those in authority. Learners should take notes and be given the opportunity to ask questions to further develop their understanding of these topics. Paired activity: in pairs, ask learners to annotate their notes from the teacher presentation with examples from a range of protective services. They should examine these examples and  Lesson Classroom Lesson Topic Suggested activities type resources draw common themes for example the relationship between obedience and compliance in the armed forces or the importance of obeying orders in the chain of command in the prison service. Plenary: check learners’ knowledge and understanding of the features and types of obedience and compliance in uniformed protective services. 12 and B2 Obedience when Lead-in: Describe the importance of obeying orders and Sports hall or 13 working in uniformed commands from those in authority. playing field. protective services Group activity: ask learners to work in two groups and ask them Access to team to play a team sport such as football or rounders. Ask small sports equipment groups within each team to take turns following instructions (as e.g. football, the teams wishes) to perform a task/to achieve an objective e.g. rounders. score a goal or make a pass. Learners should try this technique in another different team sport and see what impact not following commands or the desire of the team produces in terms of the team’s performance in the sport. Learners should then all try their hardest to cooperate, communicate, work as a team and follow instructions for the benefit of the team and see how this approach impacts on their team’s performance. Class discussion: ask learners to summarise their experiences of the team tasks and how they were impacted by obedience and disobedience. Individual activity: ask learners to write up notes from the team activities. They should identify how they and their team were affected by obedience. Plenary: check learners understanding of obedience when working in uniformed protective services. 14 and B3 The impact of Lead-in: Describe the impact of obedient and disobedient 15 obedient and behaviours and the factors which can contribute to stress in disobedient protective service roles. behaviours Paired activity: ask learners to produce a PowerPoint presentation, which they will deliver to the rest of the class with  Lesson Classroom Lesson Topic Suggested activities type resources information about the positive and negative effects of obedient and disobedient behaviour. This should cover the impact of obedient behaviours, the consequences of disobedient behaviour, when orders may be questioned, and processes for questioning orders within the uniformed protective services. Learners should carry out internet research to help them to prepare their presentation and with examples of obedience linked to specific uniformed protective service roles and situations. Learners should prepare notes with their presentation, which they can give out to the class during their presentation. Group activity: in pairs, each pair should deliver their PowerPoint presentation to the group. There should be an opportunity for questions to be asked to affirm learning. Plenary: ask learners to give a summary of what they have learnt from each other’s presentations. 16 B4 Research studies Lead in: Introduce learners to the key features of Milgram’s of obedience obedience research, their strengths and weaknesses and their application to working in the uniformed protective services. Teacher led presentation: deliver information to the learners about Milgram’s obedience research (1963) and the research carried out by Burger (2009), replicating Milgram. Class discussion: ask learners to discuss Milgram’s obedience research and that of Burger and ask them to identify uniformed protective service examples. Homework: ask learners to produce a postcard of condensed notes about research studies of obedience, which they can use for revision of this topic. 17 B4 Research studies IS Lead in: Introduce the key features of Hofling’s Hospital of obedience Experiment of Obedience (1966). Individual activity: ask learners to research Hofling’s Hospital experiment of obedience and Milgram and Hofling’s research outcomes on obedience. Learners should make notes on their strengths and weaknesses and their application to working in uniformed protective services.  Lesson Classroom Lesson Topic Suggested activities type resources Q+A: ask learners about their research and to draw conclusions about Hofling’s Hospital experiment of obedience and Milgram and Hofling’s research outcomes on obedience. 18 B4 Research studies RS Revision session: learners should use these lessons to revise the Computers and of obedience topics covered in topic B. They should independently research and internet access prepare notes for the assessment on this topic. You should allow Books, journals and learners to use the Sample Assessment Materials to practise magazines preparing for an assessment. 19 All content in topic B RS Revision session: learners should use these lessons to revise the Computers and topics covered in topic B. They should independently research and internet access prepare notes for the assessment on this topic. You should allow Books, journals and learners to use the Sample Assessment Materials to practise magazines preparing for an assessment. Topic C Conformity and self-discipline in the uniformed protective services 20 and C1 Conformity V Visit: arrange for a visit to an appropriate uniformed protective 21 service education centre where recruits are trained (such as an army foundation college). Learners should be able to see examples of conformity and be able to make links between the theory of conformity and practise. Learners should make notes on their findings and should be aware of the importance of conformity in that protective service. Group discussion: Post visit group discussion on the importance of conformity. Ensure group have fully grasped the importance of following a request to perform a task, comply to procedures, social norms, uniforms as a symbol of conformity, acceptance from colleagues, in-group and out-group favouritism. 22 C2 Research studies Lead in: Introduce learners to research studies on conformity. of conformity Teacher presentation: deliver the key features of research studies and their application to working in the uniformed protective services. You should include information on Zimbardo’s  Lesson Classroom Lesson Topic Suggested activities type resources Stanford Prison experiment and Asch’s paradigm. Learners should make notes during the presentation and be given the opportunity to ask questions. Class discussion: ask learners to discuss their understanding of Zimbardo’s Stanford Prison experiment and Asch’s paradigm and their ability to explain conformity. Plenary: check learners understanding of Zimbardo’s Stanford Prison experiment and Asch’s paradigm. 23 C3 Theories of Lead in: Introduce learners to theories of conditioning (classical conditioning conditioning, operant conditioning) Teacher presentation: deliver a presentation on the application of conditioning theories to the obedience and conformity of individuals in uniformed protective services. Learners should make notes during the presentation and be given the opportunity to ask questions. Class discussion: ask learners to discuss their understanding of theories of conditioning and how they can apply these to protective service situations. Plenary: check learners understanding of the theories of conditioning. 24 and C4 Self-discipline Lead in: Introduce learners to the concept of self-discipline. 25 Class discussion: ask learners to think of activities that demonstrate self-discipline and conformity. They should try to link these to different roles in a range of uniformed protective services. Ask learners to consider the benefits of this and any negative impacts. Paired activity: in pairs, ask learners to produce an annotated poster which contains information about self-discipline and its impact in protective services. Learners could examine examples from one uniformed protective service or a range. They should ensure that they include information which covers the following: rules/procedures/policies/legislation in the uniformed protective services to encourage discipline, the links between self-discipline and conformity and their impact in uniformed protective service,  Lesson Classroom Lesson Topic Suggested activities type resources activities that show self-discipline and conformity, the features of self-discipline that support conformity, the benefits of appropriate self-discipline and the consequences of a lack/total loss of self- discipline in the uniformed protective service. Class discussion: ask learners to discuss the findings from their paired activity and to highlight any trends and common features between roles and protective services. Q+A: ask learners about the role of self-discipline in protective services. This might be in the form of a quiz to check understanding. 26 and C4 Self-discipline Visit: arrange for a visit to an appropriate uniformed protective 27 service education centre where recruits are trained. Learners should be able to see examples how self-discipline is applied and be able to make links between theory and practise. Learners should make notes on their findings and should be aware of the importance of self-discipline in that protective service.  Lesson Classroom Lesson Topic Suggested activities type resources 28 All content in topic C RS Revision session: learners should use these lessons to revise the Computers and topics covered in topic C. They should independently research and internet access prepare notes for the assessment on this topic. You should allow learners to use the Sample Assessment Materials to practise Books, journals and preparing for an assessment. magazines 29 All content in topic C RS Practise assessment: learners should be given a sample Sample assessment assessment and asked to complete all sections which include material or past topics A, B and C. Learners should work in exam conditions as if exam paper. they were undertaking their ‘real’ assessment. 30 All content in topic A, RS Practise assessment: learners should be given a sample Sample assessment B, C assessment and asked to complete all sections which include material or past topics A, B and C. Learners should work in exam conditions as if exam paper. they were undertaking their ‘real’ assessment. Topic D Factors affecting discipline and its relationship to authority in the uniformed protective services 31 D1 The need for Lead in: Ask learners what they know about discipline and its role discipline within the uniformed protective services. D2 The role of Teacher led presentation: provide learners with information discipline about the role of discipline in uniformed protective services and the need for discipline. You should include examples which relate to team spirit, a sense of pride, camaraderie with your colleagues, a sense of duty and honour, serving the public and ensuring that staff remain professional and loyal to each other, their service and the public. Learners should take notes during the presentation. Class discussion: ask learners to discuss the teacher presentation and how they interpret the need for discipline in  Lesson Classroom Lesson Topic Suggested activities type resources different uniformed protective service roles. Learners should make links between the need for discipline and how it benefits the protective services. Plenary: check learners understanding about the need for discipline in the uniformed protective services. 32 D1 The need for Mock assessment: ask learners to produce a report about the discipline need for discipline in the uniformed protective services. Learners should use their notes made during lessons and should include uniformed protective services examples to demonstrate their knowledge and understanding on the topic. Learners could choose to focus on one protective service or a range. 33 and D2 The role of V Visit: arrange for a visit to an appropriate uniformed protective 34 discipline service location where learners will be able to see examples of discipline being applied and followed in that service and in different roles. Learners need to be able to make links between theory and practise. Learners should make notes on their findings and should be aware of the importance of discipline in that protective service. 35 and D3 Types of authority Lead-in: Describe the features of each type of authority, their 36 nature, advantages and disadvantages and their effectiveness in different uniformed protective service contexts. Paired activity: ask learners to produce a PowerPoint presentation which they will deliver to the rest of the class with information about the features of each type of authority, their advantages and disadvantages and their effectiveness in different uniformed protective service contexts. Learners should ensure that they include information about the following: the nature of authority, corruption as an abuse of authority, Independent Police Complaints Commission, different styles of authority, the impact of authority on behaviour. Learners should prepare notes with their presentation, which they can give out to the class during their presentation.  Lesson Classroom Lesson Topic Suggested activities type resources Group activity: in pairs, each pair should deliver their PowerPoint presentation to the group. There should be an opportunity for questions to be asked to affirm learning. Plenary: ask learners to give a summary of what they have learnt from each other’s presentations. 37 All content in topic D RS Revision session: learners should use these lessons to revise the Computers and topics covered in topic D. They should independently research and internet access prepare notes for the assessment on this topic. You should allow Books, journals and learners to use the Sample Assessment Materials to practise magazines preparing for an assessment. 39 All content in topic D RS Practise assessment: learners should be given a sample Sample assessment assessment and asked to complete all sections which include material or past topics A, B, C and D. Learners should work in exam conditions as exam paper. if they were undertaking their ‘real’ assessment. 40 All content in topic A, RS Practise assessment: learners should be given a sample Sample assessment B, C and D assessment and asked to complete all sections which include material or past topics A, B, C and D. Learners should work in exam conditions as exam paper. if they were undertaking their ‘real’ assessment. Topic E Potential stress and related psychological conditions faced by protective services personnel 41 E1 Causes of stress GS Lead-in: Describe how stress can be caused by different factors (external, internal, daily pressures). Guest speaker: ask the speaker to discuss common causes of stress in their role in a protective service. They should draw from their own experience in the protective service to talk about the factors which cause stress. The guest speaker should be someone who is working in or has worked in a uniformed protective service such as a police officer or an armed forces representative. Homework: ask learners to write up notes they have made  Lesson Classroom Lesson Topic Suggested activities type resources during the guest speaker’s talk and to ensure they have identified common causes of stress in the given protective service 42 E2 Factors contributing Lead-in: Describe the factors which can contribute to stress in to stress protective service roles (previous experiences of stress, stress- vulnerability model, bullying). Paired activity: ask learners to produce a PowerPoint presentation which they will deliver to the rest of the class with information about the different factors and how they contribute to stress. They should include information about previous experiences of stress, Stress-vulnerability model (Zubin and Spring, 1977) and bullying. Learners should carry out internet research to help them to prepare their presentation with examples of stress linked to specific protective service roles and situations. Learners should prepare notes with their presentation, which they can give out to the class during their presentation. Group activity: in pairs, each pair should deliver their PowerPoint presentation to the group. There should be an opportunity for questions to be asked to affirm learning. Plenary: ask learners to give a summary of what they have learnt from each other’s presentations. 43 and E3 Reaction to stress Lead-in: Describe reactions to stress (features of each stage of 44 the models and application). Individual activity: ask learners to research the features of each stage of the models and application to situations faced by employees in the protective services. Learners should research general adaptation syndrome (GAS) and the stress process. With their information learners should produce a booklet, which details each model and links these to protective service examples. Group activity: learners should be given the opportunity to discuss their booklets with the class and for others to ask questions about their protective service examples. Plenary: check learners understanding of reactions to stress.  Lesson Classroom Lesson Topic Suggested activities type resources 45 and E4 Mental health Lead-in: Describe the mental health risks due to prolonged The following 46 risks due to exposure to stress (psychological conditions and abnormal websites may be prolonged exposure behaviours). useful: to stress Tutor led presentation: provide learners with information about the characteristics and triggers for each condition and associated The Make the behaviours within uniformed public service roles. Explain the Connection website psychological conditions arising from stress and abnormal (search for behaviours as a response to extreme stress. Make sure you cover ‘conditions’) anxiety, social isolation, depression, suicide risk, phobias, panic anxiety disorder, post-traumatic stress disorder (PTSD). The Mind website Class discussion: ask learners to discuss any questions or (search for ‘types of experiences they with to share about these conditions. mental health Q+A: ask learners to clarify their understanding of mental health problems/PTSD’) risks due to prolonged exposure to stress in protective service roles. Mock assessment: ask learners to produce a leaflet, which contains information about mental health risks associated with prolonged exposure to stress. 47 E4 Mental health GS Lead-in: Describe how prolonged exposure to stress in uniformed risks due to protective service roles can lead to mental health risks. prolonged exposure to stress Guest speaker: ask the speaker to discuss mental health risks associated with prolonged exposure to stress in a uniformed protective service role. They should draw from their own experience in the protective service and give examples of how prolonged exposure to stress in protective service roles can lead to mental health risks. The guest speaker should be someone who is working in or has worked in as a mental health expert with the uniformed protective services. Homework: ask learners to write up notes they have made during the guest speaker’s talk and to ensure they have explained how prolonged exposure to stress in uniformed protective service  Lesson Classroom Lesson Topic Suggested activities type resources roles can lead to mental health risks. 48 E5 Measures and Lead-in: Describe the different psychological interventions and strategies for coping how they can be applied to individuals suffering from stress- with stress related illness. Look at the removal of causes of stress, psychological therapy, reliance on social network, coping strategies. Teacher presentation: deliver information to the learners, which covers the key features of psychological interventions and how they can be applied to individuals suffering from stress-related illness. Learners must take notes during the presentation and ensure that they focus on positive measures and negative measures, which can be used to cope with stress. Individual research: ask learners to identify three different stress-related illnesses and to research the most appropriate intervention to help them cope with it. Learners will be able to research PTSD and common sources of this illness linked to the protective services. Q+A: ask learners about the different interventions which can be used to manage psychological conditions that they have found during their individual research. 49 All content in topic E RS Revision session: learners should use these lessons to revise the Computers and topics covered in topic E. They should independently research and internet access. prepare notes for the assessment on this topic. You should allow Books, journals and learners to use the Sample Assessment Materials to practise magazines preparing for an assessment. Topic F Managing the behaviours of others and self in high tension situations 50 F1 Potential causes GW Lead in: Introduce learners to the potential causes of high- leading to high- tension situations within uniformed protective services. tension situations Class discussion: ask learners to share examples from named protective services of the causes of high-tension situations. Ask learners to try and categorise them to identify the cause into  Lesson Classroom Lesson Topic Suggested activities type resources environmental (war zones, emergency situations, riots, day-to- day high-tension situations) and behavioural (emotional reaction, medical) causes. Paired activity: in pairs, ask learners to produce a fact sheet with information about causes of high-tension situations. They should include information learned from the class discussion and ensure that they provide a wide range of protective service examples for each cause. Plenary: check learners understanding about the potential causes of high-tension situations within the uniformed protective services. 51 F1 Potential causes IS Mock assessment: ask learners to write a 1500 word essay leading to high which addresses causes of high-tension situations within the tension situations uniformed protective services. Learners could choose to focus on one service or provide examples from a range of services. 52 F2 Stages of IS Lead in: Introduce learners to the stages of escalation in conflict escalation in conflict situations (attitude-behaviour cycle/Betari Box, threat levels situations escalation, behaviour/actions). encountered in the Tutor led presentation: explain to learners the characteristics of uniformed protective each behaviour cycle and how to manage them, including services information about the attitude-behaviour cycle/Betari Box, how threat levels can escalate in a confrontation and behaviour/actions and how they can influence the outcome of a situation. You should be able to provide learners with specific uniformed protective service examples to allow them to apply the theory to a ‘real life’ situation. Individual activity: ask learners to make a flow chart for a situation in a named protective service. Learners should identify the conflict situation and then apply the characteristics of each behaviour cycle and how to manage them. Plenary: check learners understanding of the stages of escalation  Lesson Classroom Lesson Topic Suggested activities type resources in conflict situations. 53 F3 Applying dynamic Lead in: Introduce learners to dynamic risk assessment. risk assessment Teacher led presentation: provide learners with information about dynamic risk assessment (reactionary gap, early warning signs) and the characteristics of each cycle and how to manage them including the reactionary gap/proxemic zones and early warning signs of potential aggression. Class discussion: ask learners to discuss scenarios when dynamic risk assessment is most important. Learners should draw upon examples from a range of protective services and be able to explain when each cycle could manifest and how to manage it. Q+A: ask learners about applying dynamic risk assessments in protective service situations. 54 and F4 Strategies to Lead in: introduce learners to how communication can be used in 55 defuse high-tension the de-escalation of potential conflict within different uniformed situations protective services. Teacher-led presentation: provide learners with information about the influence of body language on the outcome of potential conflict situations and ways to overcome barriers in communication. Group activity: in small groups, ask learners to carry out role- play activities. Ask learners to come up with a scenario for a high- tension situation in a named protective service. These scenarios can then be shared between the groups. Learners should take turns becoming different roles in the scenarios and should experiment with different strategies to defuse the scenarios in each role-play. Learners should consider their body language, early signs of aggression, behaviours and how threat levels can escalate to confrontation. It would be useful to use a large indoor or outdoor space or to be able to move to different areas during the role-play scenarios. Scenarios can be drawn from topic F.1 e.g. environmental (war zones, emergency situations, riots) and behavioural (emotional reaction and medical).  Lesson Classroom Lesson Topic Suggested activities type resources Individual activity: ask learners to write up notes about what they have learnt from the role-play scenarios. Learners should include information about how different protective services use strategies to defuse tension in different scenarios. Plenary: check learners understanding of how communication can be used to defuse situations in different protective service scenarios. 56 F4 Strategies to GS Lead-in: Re-cap on how uniformed protective services use defuse high-tension communication in the de-escalation of potential conflict. situations Guest speaker: ask the speaker to discuss examples using communication in the de-escalation of potential conflict within different uniformed protective services. They should draw from their own experience in the service and give examples of overall or specific aims used in uniformed protective services. The guest speaker should be someone who is working in or has worked in a uniformed protective service such as the armed forces or police. Homework: ask learners to write up notes they have made during the guest speaker’s talk and to ensure they have identified how communication can be used to deescalate high tension situations. 57 All content in topic F RS Revision session: learners should use these lessons to revise the Computers and topics covered in topic F. They should independently research and internet access prepare notes for the assessment on this topic. You should allow Books, journals and learners to use the Sample Assessment Materials to practise magazines preparing for an assessment. 58 All topic areas RS Practise assessment: learners should be given a sample Sample assessment assessment and asked to complete all sections, which include all material or past topic areas. Learners should work in exam conditions as if they exam paper. were undertaking their ‘real’ assessment.  Lesson Classroom Lesson Topic Suggested activities type resources 59 and All topic areas IS Independent study: Learners should spend time in lessons Computers and 60 independently researching and preparing notes for the internet access assessment. Textbooks, journals, magazines, newspapers Summative This unit is assessed by a written examination set by (external) Pearson which will be two hours in length and worth 80 assessment marks. Pearson is not responsible for the content of any external internet sites. It is essential for tutors to preview each website before using it in class so as to ensure that the URL is still accurate, relevant and appropriate. We suggest that tutors bookmark useful websites and consider enabling students to access them through the school/college intranet.