Police Briefing Exercise
Practice Scenarios
Three original practice scenarios in the format the College of Policing describes: preparation material, then 12 spoken questions in three parts, with new information in parts two and three. Each comes with a worked outline of what a well-structured answer covers, so you can practise thinking, not memorise words.
Independent information, not advice · Sources checked 1 October 2026 · England and Wales unless stated
The College of Policing does not publish sample briefing scenarios, so any example is unofficial. Below are three original practice scenarios built to the published format: about 10 minutes reading, then 12 spoken questions in three parts, with 60 seconds to think and 3 minutes to answer each. Each has a framework for structuring answers, not a script to memorise.
Every scenario on this page was invented by PolicePay for practice. Places and people are fictional. It is not College of Policing material, it is not endorsed by the College or any force, and it is not what will appear in your assessment. The format follows the College's candidate guide (updated 21 July 2026). The outlines are our reading of the Competency and Values Framework, not the College's marking guide, which is not published. Practising does not guarantee a result.
What these practice scenarios are, and are not
People search for police briefing exercise examples because the exercise is hard to picture: you read a scenario, then talk to a camera for three minutes at a time while the situation changes. The College of Policing's guidance explains the format in detail but, sensibly, does not publish an example scenario. That leaves candidates with a format and nothing to practise on.
This page fills that gap honestly. It gives you:
- three complete practice scenarios, each with preparation material and 12 questions split into three parts of four, with new information in parts two and three, matching the published structure;
- a worked outline for each part, describing what a well-structured answer covers and how that links to the four areas the College says the exercise assesses;
- a five-step framework for a three-minute spoken answer, and a checklist for reviewing your own recording.
What it does not give you is a model answer to learn. The College bans notes or scripts prepared before the assessment, and evidence of them may result in an automatic fail. You will also face a different scenario. The skill you are building is reading a situation quickly and explaining what you would do and why, out loud, in your own words.
The College says you must not note or record the assessment material in any way, that notes you make during the exercises must be securely destroyed, and that sharing them with anyone, including other candidates, is a breach of integrity that could affect your chance of being recruited. Do not post your scenario online after your assessment, and treat anything sold as the real scenario with suspicion.
The briefing exercise format, checked 1 October 2026
The practice scenarios follow this format. If the guidance your force sends you differs, follow your force's guidance.
| Element | What happens | Source |
|---|---|---|
| Your role | A police constable responsible for dealing with issues in a developing scenario. | College candidate guide; video transcript |
| Preparation | Read the preparation material on screen and think about part one. About 10 minutes. Untimed and not assessed. You can make notes. | College candidate guide |
| Questions | 12 in total: four in part one, four in part two, four in part three. Each is read aloud by a pre-recorded assessor video and shown on screen with prompts. | College candidate guide |
| Timing per question | Up to 60 seconds thinking time, then 180 seconds to answer. You can skip thinking time or submit early. Recording stops automatically at three minutes. | College candidate guide; video transcript |
| Parts two and three | New information to consider: developments of the part one scenario. | College candidate guide; reasonable adjustments guide |
| Total time | About 60 minutes, including viewing the question videos and moving through the platform. | College candidate guide |
| Assessed | Public service; we are emotionally aware; we take ownership; we are innovative and open-minded (CVF level 1). | College candidate guide; CVF 2024 |
| Ground rules | Use only the information provided; prepare alone; no prepared notes or scripts; no second device in sight or reach. | College candidate guide |
The College also encourages you to consider the issues raised and how the police can build positive relationships, to express yourself clearly and concisely, to be specific because time is limited, and to answer all 12 questions. Dorset Police describes the same exercise on its recruitment site as a short brief of a community-based scenario that evolves, with your verbal responses recorded. That is why all three practice scenarios here are community issues that develop.
You do not need to know about the law or police procedures. Since 17 March 2026, passing the online assessment process to the College's standard has been a legal requirement for new constables in England and Wales (Police Regulations 2003, regulation 10(1)(eb)), except those transferring from another force. For the full rules see the briefing exercise explained.
How to practise with these scenarios, step by step
Each scenario takes about an hour if you run it to time, the same as the real exercise. A practice session:
- Set up like the real thing. Quiet room, a webcam or phone camera to record yourself, a pen and paper for notes. In the real assessment no second device may be in sight or reach; for practice, a phone camera is fine.
- Read the preparation material only. Give yourself about 10 minutes. Make notes. Do not read the part two or part three updates yet, and do not read the outlines.
- Get someone to read each question aloud, or read it once yourself, then start a timer: up to 60 seconds to think and jot, then 3 minutes to answer out loud.
- Answer all four part one questions before you look at part two. Then read the new information, and continue the same way through part three.
- Stop at 3 minutes. The real recording stops automatically when your three minutes are up. Practise finishing inside the time.
- Only then read the outline, and watch your recording with the review checklist further down this page.
- Leave a day before the next scenario, and work on one thing at a time, for example finishing on time or saying why.
| Stage | Time | What to do with it (our suggestion) |
|---|---|---|
| Preparation | About 10 minutes | Note who is involved, what each person wants or fears, and what looks most urgent. |
| Thinking time, each question | Up to 60 seconds | Jot three or four words: your answer, the reason, two actions, the people. |
| Answer, each question | Up to 180 seconds | Speak to the framework below. Stop when you have answered. |
| Between parts | Untimed in practice | Read the new information and note what it changes. |
A framework for a strong three-minute answer
The College suggests no specific structure for the briefing exercise, so this is our framework, not an official one. It is built from the four areas the exercise assesses and the College's encouragement to be clear, concise and specific. It is a way of organising your thinking, not a set of phrases.
| Step | What it means | Why it helps (CVF link) |
|---|---|---|
| 1. Answer the question | One sentence that directly answers what was asked: your priority, your decision or your view. | Shows you have absorbed the question; sets up a clear answer (emotional awareness: communicating so you are easily understood). |
| 2. Why | The reason, drawn only from the information given: risk, the people affected, what they told you. | Public service (acting in the public interest); ownership (being clear why you decide). |
| 3. What you would do, in order | Two to four concrete actions, in the order you would take them, with who you would speak to. | Ownership (taking responsibility, seeking advice when needed); innovative and open-minded (ideas, adapting). |
| 4. The people | How the people involved might be feeling and how you would talk to them. | Emotional awareness (understanding concerns, adapting your style); public service (trust and confidence). |
| 5. Follow-up | How you would keep people updated and check it worked, or what you would change. | Ownership (updating people relying on you); innovative and open-minded (reflecting and acting on learning). |
Not every question needs all five steps. A question such as "what would you say to the resident?" needs more on step 4. A question such as "what are the main issues?" needs more on steps 1 and 2. Read the question and any prompts on screen carefully; you may need to scroll to see all of them.
If you already know the National Decision Model from police reading, its order (gather information, assess threat and risk, consider options, act and review) can help you order an answer. You do not need it, and you should leave out its powers and policy step: the exercise asks you to use only the information provided, not to cite law.
What the four assessed areas look like in a briefing answer
The College lists one value and three competencies for this exercise, assessed at level 1 (practitioner) of the 2024 Competency and Values Framework. The middle column paraphrases the College's description and level 1 behaviours. The right column is our reading of how that could show up when you speak. The CVF itself says its behaviours are examples and should not be used as a checklist.
| Area | What the CVF describes (values have no levels; competencies at level 1) | How it could show in a spoken answer (our reading) |
|---|---|---|
| Public service (value) | Working in the public interest and fostering trust and confidence; seeking to understand the needs and concerns of different communities; being open and honest even when it is uncomfortable. | Putting safety and the public interest first, considering different groups' concerns fairly, being straight with people about what you can and cannot do. |
| We are emotionally aware | Communicating effectively and compassionately; managing your own emotions under pressure; adapting your approach to people's emotional needs; seeking to understand concerns even when people cannot express them clearly. | Noticing how each person in the scenario feels, saying how you would speak to them, staying calm when someone is angry. |
| We take ownership | Taking responsibility for your own actions and decisions; seeking advice when necessary; regularly updating people relying on you; tackling demanding situations. | Saying what you would do yourself, not what 'someone' should do; knowing when to involve a supervisor or partner; closing the loop with updates. |
| We are innovative and open-minded | Learning from new ideas and others' experiences; sharing suggestions; reflecting and acting on learning; adapting flexibly to change. | Changing your priorities when new information arrives and saying why; being open to ideas from residents, young people or partners. |
Courage and respect and empathy are not on the list for this exercise (they are assessed in other OAC exercises), and nor is policing knowledge. Fair treatment of everyone in the scenario still matters, because public service includes seeking to understand the needs and concerns of all communities. For the other exercises, see the OAC interview and the written exercise practice scenarios.
Practice scenario 1: Car meets at Harbour Road retail park
Illustrative practice scenario, invented by PolicePay. Not a real case and not College material.
You are a police constable on the neighbourhood team for Eastmoor, a fictional town. Your sergeant has asked you to take the lead on the issue below.
- Email from the retail park manager: for the last six Saturdays, between 40 and 60 cars have gathered in the car park after the shops close, from about 9pm to 1am. Staff find litter and tyre marks each Sunday and one bollard has been damaged. He wants the police to shut the meets down.
- Control room summary: 14 calls over the six weekends, mostly about noise from residents of Coldwell Street, which backs onto the car park. Two callers mention cars racing on the access road.
- Message from a Coldwell Street resident: she has a newborn baby, has not had a full night's sleep on a Saturday for weeks, and feels that nobody is listening.
- Note from a youth worker at the local college: many drivers are aged 17 to 20 and some are students. They describe the meets as a social event and say there is nowhere else to go. In her view most are not racing, but a small number show off.
Part 1
- What do you see as the main issues here, and which would you deal with first?
- How would you approach the retail park manager, who wants the meets stopped straight away?
- What would you say to the Coldwell Street resident when you call her back?
- How would you go about engaging with the young drivers who attend the meets?
Worked outline for part 1 (open after you have answered)
What a well-structured set of answers is likely to cover. A framework, not a script; your own words and reasoning are what count.
- Separates the issues in the material: possible racing on the access road (a safety risk), noise affecting residents, damage and litter on private land, and a group of young people with nowhere else to meet.
- Puts safety first and says why, using only what the material says (two callers mention racing), without inventing injuries or offences.
- Treats each party fairly: the manager's frustration, the resident's exhaustion and the young people's view are all taken seriously.
- With the resident: acknowledges how she feels, explains honestly what you will do and when you will update her, and does not promise an outcome you cannot deliver.
- With the drivers: plans to talk with them, possibly through the youth worker, rather than about them; recognises most may not be the problem.
Part 2
A video posted online shows two cars racing on the access road last Saturday while a pedestrian steps back onto the pavement. The post has hundreds of comments. Some residents suggest blocking the road themselves next weekend. One comment names a young driver and gives his workplace.
- How does this new information change your priorities?
- How would you respond to residents who are talking about blocking the road themselves?
- What concerns do you have about the comment naming a driver, and what would you do?
- Your sergeant asks how you will keep the community updated. What would you suggest?
Worked outline for part 2 (open after you have answered)
What a well-structured set of answers is likely to cover. A framework, not a script; your own words and reasoning are what count.
- Says plainly that the priorities have shifted: the video shows a real risk to a pedestrian, so the racing now comes first. Changing your mind with reasons is a strength, not a weakness.
- Recognises a new risk: residents taking matters into their own hands could put them, drivers or other road users in danger, and a named person could be targeted.
- Responds to residents with empathy for their anger while being clear and calm about why blocking the road is unsafe, and what the police will do instead.
- Takes ownership of the naming concern (the named driver's safety, and that he may not be the driver in the video) and says you would raise it with your supervisor.
- Suggests a realistic update plan: who, how often, through which channels, and being honest about what can and cannot be shared.
Part 3
The youth worker says a group of drivers would like to organise a supervised meet at another site and have asked whether the police would meet them. The retail park manager says the owners will install height barriers in four weeks. In your team chat, a colleague writes: "They're all the same, just ticket the lot."
- How would you respond to the drivers' offer to organise a meet elsewhere?
- How would you respond to your colleague's comment?
- What would you do in the four weeks before the barriers are installed?
- Looking back over the whole issue, what have you learned and what would you do differently next time?
Worked outline for part 3 (open after you have answered)
What a well-structured set of answers is likely to cover. A framework, not a script; your own words and reasoning are what count.
- Is open to the drivers' idea and willing to meet them, while being honest that you would need to check with your supervisor and partners what is possible.
- Addresses the colleague's comment respectfully but directly: the material shows most drivers are not racing, and treating everyone the same is unfair and damages trust.
- Plans for the gap: keeps the safety risk covered, keeps residents and the manager updated, and recognises the barriers may move the problem elsewhere.
- Reflects honestly: what the early information signalled, what engaging earlier with the young people might have achieved, and what you would repeat.
This scenario rewards balance. A weaker practice answer tends to pick a side early, for example promising residents the meets will stop, or dismissing them as 'just noise'. A stronger one keeps everyone in view and lets priorities move when the video arrives.
Practice scenario 2: Evening buses and Lindale bus station
Illustrative practice scenario, invented by PolicePay. Not a real case and not College material.
You are a police constable covering Lindale town centre, a fictional town. Your sergeant has asked you to look into concerns raised about the bus station in the evenings.
- Letter from the bus operator's depot manager: drivers report groups of young people gathering at the bus station in the evenings, and two drivers have been verbally abused. The operator is considering stopping its 9.40pm and 10.40pm services from calling at the station.
- Email from the Lindale older people's forum: members rely on the late buses after evening activities and shifts. Several say they feel intimidated waiting at the station. One member who uses a wheelchair says the shelter is often blocked.
- Note from the council youth service: the youth centre two streets away closed in March. Young people have told staff the bus station is warm, well lit and has free wifi.
- Your own patrol note: on two evenings you saw groups of eight to ten young people. They were noisy but friendly to you. One said they get moved on from everywhere.
Part 1
- What are the main issues, and who is affected by them?
- What would you do first, and why?
- How would you approach the young people at the bus station?
- The depot manager wants a decision this week about the late buses. What would you say to him?
Worked outline for part 1 (open after you have answered)
What a well-structured set of answers is likely to cover. A framework, not a script; your own words and reasoning are what count.
- Identifies everyone affected: drivers who have been abused, older and disabled passengers who feel unsafe, young people with nowhere to go, and the wider public who could lose late buses.
- Explains why a first step matters: for example, speaking to the people involved before deciding anything, because the material gives different accounts.
- Approaches the young people with respect and curiosity rather than assumption, and recognises that being moved on everywhere may shape how they see the police.
- With the manager: takes the abuse of his staff seriously, is honest that you cannot decide for the operator, and offers what you can do and when you will come back to him.
Part 2
A 15-year-old girl tells you that last night an adult passenger shouted a racist remark at her group and pushed one of her friends. She says there is no point reporting it because "no one believes us". The bus operator has CCTV covering the station.
- How would you respond to the girl and her friends?
- What would you do about the incident she has described?
- How might this affect how the young people see the police, and what could you do about that?
- How would you update the older people's forum without sharing anything you should not?
Worked outline for part 2 (open after you have answered)
What a well-structured set of answers is likely to cover. A framework, not a script; your own words and reasoning are what count.
- Listens, takes the account seriously and says so, checks on the friend who was pushed, and acknowledges the girl's feeling that she will not be believed.
- Takes ownership: says you would make sure it is properly recorded and passed on, ask the operator to keep the CCTV, and keep the girl updated. No legal detail is needed.
- Recognises the young people are victims here as well as the subject of complaints, and that how this is handled could build or lose their trust.
- Updates the forum honestly about progress on their concerns while protecting the privacy of the young people involved.
Part 3
The bus operator offers to fund a station host on two evenings a week as a trial. The youth service offers to run a pop-up youth session in the station's community room. A forum member writes that she is "fed up of the police siding with the kids".
- What do you think of the two offers, and how would you take them forward?
- How would you respond to the forum member?
- How would you check whether the plan is working?
- What would you do if complaints continue after the trial?
Worked outline for part 3 (open after you have answered)
What a well-structured set of answers is likely to cover. A framework, not a script; your own words and reasoning are what count.
- Welcomes both offers, thinks about how they fit together, and suggests involving the people affected (drivers, older passengers, young people) in shaping them.
- Responds to the forum member with empathy, explains that the aim is a station that is safe for everyone, and avoids defending the police or blaming the young people.
- Sets simple, realistic checks drawn from the material: complaints from drivers and passengers, how the young people respond, whether the late buses keep running.
- Stays open-minded if it does not work: reviews what was learned and tries a different approach with partners rather than giving up or reverting to moving people on.
The new information in part two turns people who were the subject of complaints into victims. A stronger practice answer adjusts to that without dropping the original concerns of drivers and older passengers.
Practice scenario 3: Flooding and the Marsh End rest point
Illustrative practice scenario, invented by PolicePay. Not a real case and not College material.
You are a police constable sent to Marsh End, a fictional village, after overnight flooding. The council has opened the village hall as a rest point. You are there for the day alongside two council staff and local volunteers.
- Message from your sergeant: about 30 homes have water inside. The council is leading support for residents. Your role is to help keep people safe and informed at the hall and in the village.
- Note from the council officer at the hall: hot drinks and blankets are available. The council is arranging temporary accommodation for families who cannot return home, but the list may not be complete until the evening.
- Message from the admin of the village social media group: people are sharing rumours that empty homes will be burgled, and some residents are refusing to leave flooded houses.
- Information from a volunteer: an 82-year-old man who lives alone is refusing to leave his flooded bungalow because his late wife's belongings are there. His daughter lives 200 miles away and has called the hall twice.
Part 1
- What are your priorities at the start of the day?
- How would you approach the man who is refusing to leave his home?
- What would you say to his daughter when she calls again?
- How would you respond to the rumours about burglaries?
Worked outline for part 1 (open after you have answered)
What a well-structured set of answers is likely to cover. A framework, not a script; your own words and reasoning are what count.
- Puts people's safety first, especially anyone vulnerable, and explains the order of priorities from the material, recognising the council leads on accommodation.
- Approaches the man with patience and compassion: understands why his home matters to him and seeks a solution with him rather than forcing one.
- Gives the daughter honest, calm information and a realistic promise about when you will update her.
- Responds to rumours with clear, factual reassurance through the channels people are using, without promising anything the material does not support.
Part 2
Two hours later the hall is full. A family with three young children has been told accommodation may not be found until tomorrow, and the father is shouting at council staff. A volunteer tells you a resident who uses a wheelchair cannot use the hall's toilet.
- How would you deal with the father?
- How would you support the council staff?
- What would you do about the wheelchair user's needs?
- How would you keep everyone in the hall informed?
Worked outline for part 2 (open after you have answered)
What a well-structured set of answers is likely to cover. A framework, not a script; your own words and reasoning are what count.
- Stays calm, recognises the father's fear and frustration on behalf of his children, gives him space to be heard and helps lower the tension.
- Supports the council staff without taking over their role: checks they are okay and works with them on what can be done.
- Treats the toilet access as an urgent dignity issue, takes responsibility for raising it and finding a practical answer with council staff and volunteers.
- Suggests regular, honest updates for everyone in the hall, including what is not yet known.
Part 3
It is evening and the rain has stopped. The social media group admin offers to organise volunteers to walk the streets overnight. The man in the bungalow has agreed to leave if he can take some items with him. A local hotel offers rooms.
- How would you respond to the offer of an overnight volunteer street watch?
- How would you help the man leave his home?
- How would you take forward the hotel's offer?
- What would you hand over to the officer who takes over from you?
Worked outline for part 3 (open after you have answered)
What a well-structured set of answers is likely to cover. A framework, not a script; your own words and reasoning are what count.
- Values the community's offer and is open to it, while thinking through volunteers' own safety and agreeing it with your supervisor and the council.
- Helps the man with patience: gives him time to choose what matters to him and keeps his daughter informed.
- Passes the hotel's offer quickly to the council officer who is arranging accommodation, so it is not lost, and checks it was received.
- Gives a clear handover: who is vulnerable, what was promised to whom, what is still outstanding and who the key contacts are.
This scenario tests emotional awareness heavily: grief, fear and anger all appear. A stronger practice answer shows calm, compassionate communication and still takes clear practical ownership of what you can do.
Reviewing your practice recording
Watching yourself back is uncomfortable and useful. Use these questions after each part. They come from the College's encouragement to be clear, concise and specific and from the four assessed areas; the column on the right shows which.
| Ask yourself | Links to |
|---|---|
| Did I answer the actual question in my first sentence? | Ownership; clarity |
| Did I give reasons from the material, not from outside knowledge? | Use only the information provided |
| Did I say what I would do, in order, and who I would talk to? | Ownership |
| Did I consider how each person felt and how I would speak to them? | Emotional awareness; public service |
| When new information arrived, did I say how it changed my thinking? | Innovative and open-minded |
| Did I say how I would update people and follow up? | Ownership |
| Did I treat every group fairly, without assumptions? | Public service; respect |
| Did I stop when I had finished, rather than repeat myself? | Clear, concise communication |
Pick one or two weak points and practise only those on the next scenario. If you ran out of time, try saying your one-sentence answer first so the most important part is always recorded. If you finished in under a minute, check whether you said why and who you would speak to.
What people get wrong about the briefing exercise
- "You need to know police law and procedure." The College says you do not. Answers built on powers you have looked up go beyond the information provided, which the exercise asks you not to do.
- "There is one right answer." The College does not publish a marking guide or answer key, and the CVF warns against treating its behaviours as a checklist. Explaining sensible reasoning matters more than guessing a single correct action.
- "Changing your priorities looks indecisive." Parts two and three bring new information precisely so you respond to it. Saying what has changed and why is part of being open-minded.
- "A live assessor will ask follow-up questions." No. Questions come from a pre-recorded video and on-screen text; there is no live conversation.
- "You can bring a template or cue cards." Prepared notes or scripts are banned and may lead to an automatic fail. You can only use notes you make during the exercise.
- "Example scenarios online are what will come up." Including ours, they are not. The College does not publish its scenarios, and candidates must not share them.
- "You must speak for exactly three minutes." The College does not say this. You can submit early, and the recording stops at three minutes.
Free tools to practise speaking to time
The free mock interview practice lets you choose OAC mode and use a 3-minute timer, which matches the briefing answer time. Use it for timed speaking with the questions on this page. It is practice, not an assessment, and cannot predict your result.
The free OAC readiness check takes about two minutes and shows which exercise to focus on. For the interview exercise, the free STAR answer checker tests the structure of your examples. If you later want AI feedback on the content of your own answers, that is part of the paid mock interview pass (£24.99 for 30 days or £39.99 for 90 days); the free tools above are enough to run every scenario on this page.
What we could not verify
- The marking scheme. The College lists what is assessed but does not publish how each answer is scored, how the four areas are weighted, or a pass mark. Our outlines are a reading of the CVF, not the marking guide. See how the OAC is marked.
- Whether the preparation material stays available while you answer parts two and three. The College says you can make notes during preparation and after each question; it does not say whether you can scroll back to the original material. Make good notes during preparation in case you cannot.
- Whether every candidate gets the same scenario or the same type of question. The College does not say. Our question types (priorities, communicating with a person, responding to new information, reflecting) are our own design based on the published description.
- Whether answer length affects your score. Not stated.
- Force differences. The College runs the exercise for forces in England and Wales, but your force sets your window and deadline and may describe the process slightly differently. Check your force's guidance.
Who to ask
- Your recruiting force: your assessment window, deadline, results timeline, reasonable adjustments, and anything specific to your application.
- recruit@college.police.uk: (or your force) if your invitation email has not arrived by 5pm on the first day of your window, or if an interruption or technical issue heavily affected your assessment. State your force and full name.
- The platform's technical support (the 'technical support' button at the bottom of the screen) if something goes wrong during an exercise. The College says do not finish the exercise if you are having technical problems.
- Your force, within 24 hours, if you need to make a written appeal on extenuating circumstances or procedural grounds. The College explains the appeal rules in its candidate guide.
Next: try the written exercise practice scenarios, or plan your time with the OAC preparation plan.
Interview and assessment centre updates
New interview practice questions and model answers, by email
Leave your email and we will tell you when we publish new free interview practice questions and model answers, and when the assessment centre or interview format changes. Occasional emails, written by hand. Unsubscribe any time.
Sent by a person when there is news, not on a schedule. Unsubscribe any time. See our privacy policy.
Frequently Asked Questions
Are there official police briefing exercise examples?
Not in the College of Policing's public guidance, which describes the format but does not publish a sample scenario. On the day, the platform lets you record a practice answer to check your camera and microphone before the assessed questions. The scenarios on this page are PolicePay's own practice material built to the published format, not College material.
What happens in the police briefing exercise?
You play a police constable dealing with issues in a developing scenario. You read the preparation material (about 10 minutes, untimed and not assessed), then answer 12 questions aloud on camera in three parts of four. Parts two and three give you new information. The College gives about 60 minutes in total.
How long do you get to answer each briefing exercise question?
Up to 60 seconds of thinking time, then 180 seconds (three minutes) to answer. The College's walkthrough says that if you use all three minutes the recording stops automatically, and you can submit earlier. Thinking time is longer if you have an approved extra-time adjustment; the 180 seconds stays the same.
How many questions are in the briefing exercise?
Twelve: four in part one, four in part two and four in part three. Each question is read aloud by a pre-recorded video of an assessor and also shown on screen, sometimes with prompts you may need to scroll to see.
What competencies does the briefing exercise assess?
The College lists public service, we are emotionally aware, we take ownership, and we are innovative and open-minded, assessed at level 1 of the Competency and Values Framework. It also encourages you to consider the issues raised and how the police can build positive relationships.
Do I need to know police law or procedures for the briefing exercise?
No. The College says you do not need to know about the law or procedures relating to police work, and you should use only the information provided and not add any. Answers that rely on legal powers you have looked up are not what the exercise asks for.
Can I make notes during the briefing exercise?
Yes, during the preparation phase and after receiving each question, and you can refer to notes you write during the exercise. You cannot bring notes or scripts prepared beforehand; evidence of them may result in an automatic fail. Notes must be destroyed afterwards and never shared.
Do I have to talk for the full three minutes?
The College does not say so. Its guidance asks you to be clear, concise and specific. Our view: answer the question fully and stop; if you have covered the issue, the people affected and what you would do next, you do not need to fill silence.
Will these practice scenarios come up in my assessment?
No. They were written by PolicePay for practice. The College does not publish its exercises, and you must not note, record or share real assessment material. Anyone claiming to sell the real briefing scenario is offering something the College says must not be shared.
Should I use the National Decision Model in the briefing exercise?
You do not need to: no policing knowledge is required. If you already know it, its shape (information, assessment, options, action and review) can help you order a spoken answer. Leave out the powers and policy element, because the exercise asks you to use only the information given.
Can I get extra time in the briefing exercise?
If your force approves a timing adjustment, the College's guide extends the thinking time per question (for example 69 seconds at 15% extra time, 90 seconds at 50%). Answer time stays at 180 seconds. Ask the force you applied to; it needs supporting evidence and the request is made before the assessment.
How should I practise the briefing exercise at home?
Read one scenario's preparation material for about 10 minutes, then have someone read each question aloud, allow 60 seconds to think and record a 3-minute answer. Do not look at part two until part one is done. Watch the recording back against the four assessed areas, then try the next scenario.
Sources and how we checked them
Every factual claim on this page was written from the sources below, read on 1 October 2026. Rules and figures change, so check the source for the date you are reading this. Where we could not confirm something from an official or independent source, the page says so rather than guessing. Spotted something out of date? See our corrections policy.
- College of Policing: Online assessment process candidate guide (first published 11 April 2023, updated 21 July 2026) — briefing exercise role, 12 questions in three parts, 60 and 180 second timings, about 10 minutes preparation and 60 minutes total, competencies assessed, use only the information provided, notes rules, automatic fail, no law or procedure knowledge needed (accessed 1 October 2026)
- College of Policing: Sift and online assessment process, including the online assessment process video transcript (updated 21 July 2026) — developing scenario, practice question to test setup, recording stops at three minutes, submit early, preparation material read on screen (accessed 1 October 2026)
- College of Policing: Reasonable adjustments and accommodations guide for online assessments candidates (updated 25 August 2026) — parts 2 and 3 are developments of the part 1 scenario; extra thinking time by adjustment level; answer time stays 180 seconds; breaks between exercises only (accessed 1 October 2026)
- College of Policing: Competency and values framework for policing (2024), PDF — definitions and level 1 behaviours for public service, emotional awareness, taking ownership and being innovative and open-minded; behaviours are examples, not a checklist (accessed 1 October 2026)
- College of Policing: Competency and values framework web page — three values, six competencies, level 1 (practitioner) (accessed 1 October 2026)
- Join the Police (national recruitment site): What's involved in the briefing exercise? — same competencies and values; part 1 initial scenario, new information in parts 2 and 3 (accessed 1 October 2026)
- Dorset Police recruitment: Police officer selection process — a force's own description: a short brief of a community-based scenario that evolves, with recorded verbal responses (accessed 1 October 2026)
- College of Policing APP: National decision model (updated 24 January 2024) — the six elements of the NDM, mentioned only as an optional way to order an answer (accessed 1 October 2026)
- Police Regulations 2003 (SI 2003/527), regulation 10, latest text — reg 10(1)(eb)(iii): candidates for constable must pass the online assessment process to the standard set by the College (inserted 17 March 2026 by SI 2026/154) (accessed 1 October 2026)
- College of Policing news: Police constable recruitment regulations change (17 March 2026) — four-stage recruitment process now required in every force in England and Wales (accessed 1 October 2026)
On this topic elsewhere
More in this guide series
Free tools for applicants
Disclaimer
PolicePay.co.uk is an independent guide. It is not affiliated with the College of Policing, the Home Office or any police force, and it does not recruit, vet or assess applicants. Recruitment standards, assessment formats and vetting decisions are set by the College of Policing and each force and change from time to time: check the force you are applying to before relying on anything here. Details apply to England and Wales unless stated. Details are as checked on 1 October 2026.