Crime Scene Investigation I

Curriculum

• Photography

• Courtroom skills

• Investigative mind-set

• Fingerprint, Footwear, Forensic and DNA enhancement and recovery skills

• Anti-contamination

• Cognitive Bias

• Firearms awareness

• Counter Terrorism awareness

• Cannabis and Illicit drugs labs.

Objectives

​By completing this course, delegates will be able to:

• Provide an explanation of the role of the CSI.

• Provide an explanation of the difference between volume, serious and major crime.

• Provide a definition for a critical incident and explain the limitations of the role of the VCSI.

• List legislation governing CSI and know where to find it.

• Identify which aspects of the legislation affects the role of CSI.

• Explain the role of the Forensic Science Regulator and the impact of quality standards.

• Provide a definition of Locard’s principle and explain how it relates to the contamination of crime scenes and evidence.

• List the legislation and regulations around Health and Safety and outline their relevance to the role of CSI.

• Define the terms hazard, risk, dynamic and control measures in relation to risk assessment.

• Explain the need to be specific when recommending control measures.

• Explain the difference between barrier clothing provided to CSI’s protecting the evidence (anti-contamination) and PPE protecting them from the hazard.

• List their responsibilities with regards to health and safety for themselves and others when attending crime scenes.

• Explain their responsibility to obtain information relating to the scene from a health and safety point of view.

• Provide a definition for the overall term cognitive bias and have an appreciation of the different forms of bias.

• Explain the relevance of bias reduction methods.

• Explain the link between bias mitigation and employing a systematic approach to investigations.

• Explain the balance between the advantages of gathering information before attending a crime scene against the effects of contextual bias.

• Explain what cognitive bias is and how it can occur in different forms.

• Explain contextual bias and the balance between initial information being of use and how it can be of influence.

• Explain unnecessary information that should be avoided.

• Explain anchoring bias and the balance between proportionality and the influence of replying on a single piece of evidence.

• Explain methods to reduce bias.

• Explain the duty to act in a fair and balanced manner.

• Provide an overview of the effects of light on photography.

• Provide a definition for depth of field, explain and demonstrate how to produce photographs with a large or a small depth of field.

• Describe and provide examples of situations or the types of photograph that requires a large depth of field.

• Explain the reasons for having default settings, and when and why they should be overruled.

• List the different stages involved in recording images for comparison purposes.

• Explain the various settings of the flash unit in use and how they can be adjusted.

• Describe the different uses of flash.

• Explain the benefits of each technique.

• Explain their responsibilities regarding health and safety.

• Explain the rules of disclosure in relation to photography specifically in relation to deleting images.

• Describe the protocols around submitting material to the imaging unit.

• List the legislations and examples of its governance in relation to taking sampling victims, witnesses and suspects.

• Explain and apply;
  o    Legal powers to take samples
  o    Why victims, witnesses and suspects must be considered as a potential source of forensic material/evidence.

• Provide robust reasoning why samples may be requires.

• Explain how to transfer and store samples.

• List the different types of trace evidence that may be found at volume crime scenes.

• Discuss the reasoning behind their actions at a scene with respect to the location, recovery and packaging of trace evidence.

• Explain how footwear marks are formed and how this information can assist when deciding which recovery method is more appropriate.

• Explain how footwear marks and ground signs can be used to track offender’s movements with a scene.

• Explain what DNA is and list examples of sources of DNA from the person and from the crime scene.

• Explain the circumstances of when they have/have not got the power the take fingerprints from victims, witnesses and suspects.

• Review fingerprints taken by others and make relevant comments regarding the quality of fingerprints taken.

• Describe fingerprint bureau procedures and how fingerprint databases are used.

• Describe techniques which may be used to visualise friction ridge details when powders may not be suitable.

• Describe the impact their attendance at the crime scene has on the digital environment.

• Describe how they can affect technology at the scene and how their devices can interact with technology at the scene.

• Describe what recommendations are available to prevent this interaction between devices.

• Explain what a crime scene assessment is, its purpose and how it can be linked to the investigative mind-set.

• Explain how to review their actions.

• Explain why it is necessary to clean the scene after their examination.

• Explain how to submit intelligence (including forensic intelligence into the force intelligence systems).

• Explain how to contribute intelligence that can potentially identify suspects.

• Explain the impact of CPIA, MoPI and force SOP’s in relation to retention powers and times.

• Explain how and where to store different types of material.

• Explain their duty to adopt an investigative approach.

• Explain the value and potential value of trace material within the context of the investigation .

• Explain the value and potential value of DNA within the context of the investigation.

• Describe how the National DNA database and Elimination Databases operates.

• Identify appropriate DNA profiling techniques for samples recovered.

• Differentiate between forensic material constituting information, forensic material constituting intelligence and forensic material constituting evidence.

• Explain what streamlined forensic reporting is and how it affects what is submitted for further analysis.

• Explain the role of the fingerprint bureau including procedures and protocols for dealing with fingerprint evidence.

• Define the terms terrorism and terrorist.

• Describe what the UK counter –terrorism strategy is and how CSIs can support it.

• Identify potential drugs paraphernalia.

• Describe how to deal with drugs evidence.

• Recognise the potential need to call for assistance.

• Explain health and safety guidelines when dealing with suspected drugs.

• Describe an illicit drugs laboratory and the processes for dealing with it.

• Define a firearm and what constitutes ammunition.

• Describe health and safety guidelines relevant to dealing with, transportation of firearms.

• Explain the need to call for assistance when required.

• Explain the main aim of NaBIS and recognise the intelligence value of firearms.

• List the relevant legislation.

• Provide a definition of a cannabis farm.

• List the key roles of the individuals involved in large scale cannabis cultivation.

• Identify the key features of a cannabis cultivation site.

• Describe the growing cycle and psychoactive constituent of cannabis.

• Describe the potential intelligence opportunities of a cannabis farm.

• Explain health and safety issues inherent with cannabis farms.

• Describe the correct storage of cannabis plant life.

• Discuss the submission of cannabis plant life and material to forensic science providers.

• Discuss the evidential value of cannabis related material.

• Outline the purpose of various courts of law, related process and sentencing options available.

• State the three categories of offence.

• Explain the level of proof required by the prosecution.

• Explain the different types of evidence admissible

• Outline what is meant by swearing an oath.

• Describe the professional standards of behaviour expected of officers in court