Module 1: Public Order Management

Module 2: Addiction and Drug Prevention for Young People in Night-Time Economies

Module 3: Homeless People


The modules follow concepts in highschool didactics such as “Student-Centred Learning” and “Constructive Alignment”. Intended learning outcomes and learning activities will be embedded in an overall module format. Each module will be described according to the following structure:

  1. The Module Profile will be described in terms of problem definition, aims and objectives, and the substance of teaching. Here, partners involved in the development of the SWaPOL training programme show their expertise linking theory and practice. Inputs on teaching are collected from both social work and policing, and the module profile will outline what will be taught.
  2. Learning Objectives will be laid down in answer to the question of why it is important for the students to learn about elements defined in the Module Profile. It has to be pointed out how students of both professions will profit from that knowledge.
  3. Learning Outcomes and Intended Competences: Learning outcomes express the level of competence attained by the student. They are statements of what a learner knows, understands and is able to do on completion of a learning process. The definition of competences shall use verbs such as to know, interpret, apply, generalise, make connections, develop an insight, and draw on capabilities for action. Here, the distinction of cognitive learning outcomes, affective learning outcomes and psycho-motoric learning outcomes can be applied.
  4. Learning Activities are described and explained in terms of particular tasks students have to perform during the module in order to obtain the competences and to achieve the learning outcomes defined above. An explanation of tasks shall comprise, first, a general description of the exercise, its aims and purposes, and second, detailed instructions how to organise and perform the exercise.