1.
The rights of people are regarded as of paramount importance to the manner in which the South African Police Service conducts investigations and subsequently the actions taken in the investigation process must be justifiable in terms of all applicable legislation.
Court methodology, proceedings and specific legislation are adhered to in order to expedite the investigation and resolving of crime process.
Investigative processes are adhered to and comply with relevant legislation.
2.
Information is extracted by various means to be utilized in the deciphering of the specific case under investigation.
Suspects and witnesses are questioned in order to obtain useable statements which could assist in the evaluating of the investigation
The findings of an investigation should be supported by the adaptable and professional manner in which information was obtained form different parties.
3.
An analytical and logical approach to each individual case is applied according to departmental rules.
Findings are assessed and recommendations made to the justice system on a case by case basis.
Information is screened to estimate the importance of each piece of information.
4.
Crime scenes are examined and assessed to determine and identify witnesses, victims, suspects and appropriate evidence.
Alibi’s are verified and utililsed in the particular context of the investigation.
Investigative aids and experts are used appropriately to expedite the findings of the investigation.
Evidence is collated to accurately support with the assessment and final appraisal and findings of the investigation.
Crime scenes are reconstructed in order to assist with the solving of an investigation.
5.
Case dockets are accurately presented, submitted and complies with departmental policies and procedures.
Records are kept in the appropriate manner specified.
Computerised and manual systems are updated for inspections of revision of a case.
Integrated Assessment
The applied competence (practical, foundational and reflective competencies) of this qualification will be achieved if a learner is able to achieve all exit level outcomes of the qualification. The identification and solving of known problems, team work, organising self, using of data, implication of actions and reactions in the world as a set of related systems must be assessed during any combination of practical, foundational and reflexive competencies assessment methods and tools to determine the whole person development and integration of applied knowledge and skills.
Certain exit level outcomes are measurable and verifiable through assessment criteria assessed in one application. Applicable assessment tool(s) to establish the foundational, reflective and embedded knowledge to problem solving and application of the world as a set of related systems within the Investigation environment. Competence will be assessed when conducting formative and summative assessment.
Formative assessment
The assessment criteria for formative assessment are described in the various unit standards. Formative assessment takes place during the process of learning and assessors should use a range of assessment methods and tools that support each other to assess total competence.
The assessment methods and/or tools used by the assessor must be fair in a sense that they do not hinder or advantage the learner, valid in a sense that they measure what they intend to measure, reliable in a sense that they are consistent and delivers the same output across a range of learners and practical in a sense that they take into account the available financial resources, facilities, equipment and time.
Summative assessment
Summative assessments are carried out at the end of the learning programme to assess the achievement of the learner. A detailed portfolio of evidence is required to prove the practical, applied and foundational competencies of the learner.
Assessors and moderators
Assessors and moderators should develop and conduct their own integrated assessment by making use of a range of formative and summative assessment methods. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.
Unit standards associated with the qualification must be used to assess specific and critical cross-field outcomes. During integrated assessments the assessor should make use of formative and summative assessment methods and should assess combinations of practical, applied, foundational and reflective competencies.
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