This graduate entry accelerated law degree offers students the opportunity to study in two years the courses required to allow them to progress to the next stage of their legal education. This degree programme attracts students from the UK, Ireland and North America creating a cosmopolitan learning environment. Students benefit from studying law in one of the oldest and most prestigious Law Schools on these islands with an international reputation for excellence. In recent years our graduates have gone on to legal careers in Canada, the UK and Ireland.
At QUB Law School students have the opportunity to gain real world legal skills as well as an excellent understanding of law from an academic perspective.
Law Senior Status Degree highlights
Law at QUB is ranked in the top 150 in the world (QS World Rankings by subject 2022) and 9th in the UK (Complete University Guide 2023).
It is ranked 9th in the UK for Graduate Prospects (Times & Sunday Times Good University Guide 2023).
The degree offers students the opportunity to study the modules required for the academic stage of legal qualification. In addition, students are offered the opportunity to explore their interests in final year with modules offered that allow them to specialise in a particular area, or simply receive a more rounded sense of what ‘Law’ is. Many of these modules consider law and law-like interactions on a local, national and international level.
This means that the degree covers those subjects that are regarded as pre-requisites for professional legal studies. The Senior Status degree is particularly popular with Canadians as it allows graduates to qualify with a law degree in only 2 years.
Queen’s University Belfast has a long history of Canadian students studying law with us. Upon completion of their studies, some students choose to stay and practice in the UK or Ireland whilst others return to Canada to embark on legal careers.
For those planning on returning to Canada the following is a guide on the process of Canadian accreditation:
* When returning to Canada LLB students will sit a number of challenge exams in order to fulfil the requirements set out by the Federation of Canadian Law Societies' National Committee on Accreditation (NCA).
* Students can choose to prepare for their challenge examinations through self-study, where the NCA provides a syllabus and students study at home. Most students complete their challenge exams within a year of returning to Canada. Alternatively, students can complete a recognised common law qualification, typically one year, in a Canadian Law School upon their return.
* Students completing our 2-year LLB for Graduates with a 2:2 or above (equivalent to a C in Canada) in all modules generally have to sit seven challenge exams.
* Students completing a 3-year LLB programme with a 2:2 or above (equivalent to a C in Canada) in all modules generally have to sit five challenge exams. Students taking a 3-year LLB straight from high school will also have additional challenge exams set by the NCA.
Full details of the requirements can be found in the NCA's policy and guidelines.
The above information is for guidance purposes. We recommend that students carry out their own research and check with the relevant jurisdictions they wish to practise in for the most up to date information as the regulations are subject to change. https://nca.legal/
The Law School at Queen's has a well-established tradition of regular consultation with legal professional bodies and top international law firms that is very beneficial for students.
Law students have the unique opportunity of working with industry leaders through commercial awareness events and other negotiation exercises that offer insight into the legal practice (and services) world but also provide an enhanced skills development experience.
The QUB Senior Status Law Alumni Association serves as a hub through which Senior Status LLB alumni can stay connected with each other and with the School of Law post-graduation. Their aim is to provide a platform where our alumni can receive guidance on their NCA qualifications, network with each other through reunion and career events, and undertake graduate career opportunities with alumni-affiliated firms. They are here to help you push your graduate law career forward. https://lawseniorstatusalumni.com/
World Class Facilities
The £20m School at Queen’s offers students access to world-class facilities such as a fully interactive Moot Court room, a One Button Recording Studio and a wellbeing room.
Internationally Renowned Experts
Students in the School of Law are taught by world leading experts in the areas of Law, Human Rights, Criminology and Socio-Legal Studies. Our staff have close research links with the professions, government and Civil Society.
Students can join a number of student led initiatives within the school including the Law Society, the Alternative Dispute Resolution Society, the Women in Law group and the Street Law project. Other initiatives include the Global Skills Project, LawPod, Queen’s Student Law Journal, Lawyers without Borders, the student magazine ‘The Verdict’ and the Mooting Society.
Students can join a number of student led initiatives within the School including the Law Society, the Alternative Dispute Resolution Society and the Street Law Project. Other initiatives include the Queen’s student Law Journal, Lawyers without Borders, the student magazine ‘The Verdict’ and the Mooting Society.
This graduate entry accelerated law degree offers students the opportunity to study in two years the courses required to allow them to progress to the next stage of their legal education. In addition, students can select two elective modules in their final year.
The way in which students are assessed will vary according to the learning objectives of each course. The degree is designed to provide students with experience of a range of assessment methods to help them prepare for the next stage of legal qualification. Some courses are assessed solely through project work, written assignments or end of year examinations. Others are assessed through a combination of modes of assessment.
Queen’s School of Law E: firstname.lastname@example.org
T: +44 (0)28 9097 1364
Contact Teaching Times
30 (hours maximum) 24-30 hours studying and revising in your own time each week, including guided study using handouts, online activities and group study opportunities.
Small Group Teaching/Personal Tutorial
4 (hours maximum) 3-4 hours of tutorials per week
Large Group Teaching
6 (hours maximum) hours of lectures
Learning and Teaching
The Law School at Queen's is ranked as one of the top Schools in the UK and Ireland. There are over 1000 undergraduate students enrolled in the School, 230 postgraduates, 70 PhD students and almost 70 members of academic staff. You will be taught by scholars from all over the world, many of whom have international reputations in their fields and all are committed teachers and researchers. Students will also have access to an excellent law section in the new library and extensive IT facilities.
The School operates a proactive system of student support. Advisers of Studies are allocated to each degree programme tasked to guide and support you throughout your time with us, together with the School's experienced and helpful administrative staff. In addition, students are allocated a Personal Tutor for their time in the School. We place considerable emphasis on facilitating good communication between staff and students. To this end, a Student Voice Committee, comprised of elected student representatives, the Director of Education, LLB Programme Director and other members of academic staff, meets at regular intervals throughout the academic year. This Committee provides students with a forum in which to raise matters of concern to them and also enables the School to keep students informed about matters affecting the School and wider university.
At Queen’s, we aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable student to achieve their full academic potential.
On the LLB (Senior Status) programme we do this by providing a range of learning experiences which enables our students to engage with subject experts, develop attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world class library that enhances their development as independent, life-long learners. Examples of the opportunities provided for learning on this course are:
E-Learning technologies Information associated with lectures and assignments is communicated via a Virtual Learning Environment (VLE) called Canvas. A range of e-learning experiences are also embedded in the degree through, for example: interactive group workshops in a flexible learning space; the use of MS Teams; podcasts and interactive web-based learning activities; opportunities to use IT programmes associated with design in project- based work etc.
Lectures Provide information about topics as a starting point for further self-directed private study/reading. Lectures also provide opportunities to ask questions, gain some feedback and advice on assessments (normally delivered in large groups to all year group peers).
Personal Tutor Undergraduates are allocated a Personal Tutor during their time in the School. Tutors meet with their students on several occasions during the year to support their academic development.
Self-directed study This is an essential part of life as a Queen’s Law student when important private reading and research, engagement with e-learning resources, reflection on feedback to date and assignment research and preparation work is carried out.
Seminars/tutorials Significant amounts of teaching are carried out in small groups (typically 10-20 students). These provide an opportunity for students to engage with academic staff who have specialist knowledge of the topic, to ask questions of them and to assess their own progress and understanding with the support of peers. Students should also expect to make presentations and other contributions to these groups.
Details of assessments associated with this course are outlined below:
The way in which students are assessed will vary according to the learning objectives of each module. Some modules are assessed solely through project work or written assignments. Others are assessed through a combination of coursework and end of year examinations. Details of how each module is assessed are shown in the Student Handbook which is provided to all students during their first year induction.
As students progress through their course at Queen’s they will receive general and specific feedback about their work from a variety of sources including lecturers, module co-ordinators, personal tutors, advisers of study and peers. University students are expected to engage with reflective practice and to use this approach to improve the quality of their work. Feedback may be provided in a variety of forms including:
Summative feedback provided via formal written comments and marks relating to work that students, as individuals or as part of a group, have submitted.
Formative feedback opportunities such as face-to-face comment. This may include occasions when students make use of the lecturers’ advertised “feedback and guidance hours” to help address a specific query.
Online or emailed comment.
General comments or question and answer opportunities at the end of a lecture, seminar or tutorial.
Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of model answers or exemplars which students can review in their own time.
Feedback and outcomes from practical classes.
Comment and guidance provided by staff from specialist support services such as Careers, Employability and Skills or the Learning Development Service.
Once students have reviewed their feedback, they are encouraged to identify and implement further improvements to the quality of their work.
In 2016 the School of Law moved into a £20m facility. This provides a variety of innovative teaching spaces to support a pioneering culture of learning, central to which is the Moot Court Room interactive teaching space. https://vimeo.com/189337628
The information below is intended as an example only, featuring module details for the current year of study (2023/24). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
Elements of Crime Actu Reus Mens Rea Offences against Property Theft, Burglary and Robbery, Criminal Damage, Non Fatal Offences against the Person, Assault, Aggravated Assault, Sexual Offences, Homicide, Murder, Manslaughter, Inchoate Offences, General Defences.
Students will acquire: Knowledge of the legal elements of criminal liability, major criminal offences, and general defences. Ability to apply the law to particular cases. Understanding of the reasoning adopted by criminal courts and the context in which they operate.
Case analysis and synthesis. Use and interpretation of statutes. Legal reasoning/problem-solving. Use of online materials to obtain statutes and cases. Reflection on own learning and making use of feedback. Independent study and research. Time management. Team work. Writing. Oral communication.
The course covers the fundamental principles of the general law of contract; rules relating to the formation of contracts and what makes a contract different from a non-binding agreement; key issues concerning the contents of a contract; grounds on which relief may be afforded to a contracting party because of some defect in the making of the contract; ways in which a contract may be ended and the applicable remedies that follow in that event. The theoretical context in which the module is set is one which stresses the transactional quality of Contract Law, i.e. how it enables transactions to be processed, and how it connects with Torts in a joined up Law of Obligations.
Students will acquire knowledge and understanding of: the fundamental principles of the Law of Contract and will be able to apply them to produce reasoned solutions to problem scenarios; how Contract Law operates in practice and how to evaluate it in terms of efficiency and fairness; how to read contracts for the purposes of understanding their meaning, identifying problems of interpretation and enforceability; how Contract Law facilitates transactions; how Contract law connects to other parts of the Law of Obligations, particularly Torts.
Students will acquire and develop a wide range of legal and wider employability skills including: A critical understanding of the principal features of the UK legal system; Understand Contract Law in its wider contexts; Identify accurately issues that require researching; Problem Solving; Identify and retrieve up to date legal information; Use relevant primary and secondary legal sources; Recognise and rank terms and issues in terms of relevance and importance; Bring together information and materials from a variety of different sources; Act independently in planning and undertaking tasks; Synthesise doctrinal and policy issues in relation to a topic; Judge critically the merits of particular arguments; Present and make a reasoned choice between alternative solutions; Make a personal and reasoned judgment based on an informed understanding of standard arguments in the area of law in question; Reflect on own learning and proactively seek and make use of feedback; Use English proficiently; Time management; Present knowledge or an argument in a way that is comprehensible to others and which is directed at their concerns; Use, present and evaluate information provided in a numerical or statistical form.
Workshops will cover a range of important knowledge and skills to promote employability. This includes self-awareness and its importance in relation to career choice including work-readiness and skills audits. Local and International legal job market Information, where to find it and how to research job markets and career development opportunities.
Workshops on CVs, application forms, interview skills and psychometric testing to ensure an understanding of the recruitment process in its entirety.
Workshops on key legal skills including advocacy, mediation, client counselling and client pitching.
Students will –
Become more aware of their career aspirations and how to achieve them;
Develop knowledge of job opportunities both locally and internationally;
Understand the skills required to compete effectively for graduate jobs in the future;
Develop practical experience of legal skills including client counselling, client negotiation, and advocacy.
The module equips students with a solid understanding of the legal job market and the careers inherent within it.
Students will acquire more self-knowledge through undertaking self-awareness exercises, personality tests and a work-readiness audit leading to career decision-making and self-actualisation.
Students will develop practical experience of presentation skills, team work skills, research and analytical skills from the legal simulation exercises including the client pitching exercise and case handling exercise.
Introduces students to the basic institutions and principles of the constitution of the United Kingdom. Examines these institutions and principles in their wider philosophical, historical and political contexts. Introduces a comparative dimension to enable the distinctive features of the constitution to be better understood. Covers the different levels of governance including central government, devolved administrations and supranational institutions and explores the role of non-state actors in the development and workings of the constitution. Links to European Union Law.
Building on Induction, students will acquire knowledge and understanding of: 1. The institutions of the Constitution (including Parliament, Executive, Courts, devolved administrations) 2. Major constitutional doctrines (including the rule of law, parliamentary sovereignty) 3. The influence of European and International factors on the Constitution 4. The constitutional arrangements for Northern Ireland 5. Debates about democracy, the rule of law, globalisation and juridification 6. The contexts (historical, political) in which constitutional law operates.
Building upon semester 1's study of basic constitutional law, the module will develop a fuller understanding of how public power is (or is not) constrained in the UK, whether within the framework of the Human Rights Act 1998, through judicial review, and/or through other accountability actors such as Commissions and Ombudsmen. While the focus of the course will be largely UK-centric, it will also contain an important comparative element, understanding the relationship between domestic law and international human rights standards. Students will also develop a deeper understanding of common law constitutionalism.
1. An understanding of the principal features of the UK legal system. 2. Understand Constitutional Law in its wider philosophical, historical, political and comparative contexts. 3. Identify accurately issues that require researching. 4. Identify and retrieve up-to-date legal information, using paper and electronic sources. 5. Use relevant primary and secondary legal sources. 6. Recognise and rank items and issues in terms of relevance and importance from a variety of different sources. 7. Act independently in planning and undertaking tasks. 8. Synthesise doctrinal and policy issues in relation to a topic. 9. Judge critically the merits of particular arguments. 10. Present and make a reasoned choice based on an informed understanding of standard arguments in the area of law in question. 11. Reflect on own learning and proactively seek and make use of feedback. 12. Use English proficiently in relation to legal matters. 13. Time management. 14. Present knowledge or an argument in a way that is comprehensible to others. 15. Read and discuss legal materials which are written in technical and complex language. 16. Produce word processed essays. 17. Use the web and email. 18. Work in groups as a participant.
In Semester 2 students will acquire knowledge and understanding of: 1. The European Convention on Human Rights (institutions; substantive and procedural guarantees; general principles of law). 2. Key features of the wider body of international human rights law. 3. Common law constitutional rights. 4. The Human Rights Act 1998 (key provisions; leading case law). 5. Judicial Review (standing; respondents; grounds for review; remedies). 6. The role of Commissions (principally the Northern Ireland Human Rights Commission; the Equality Commission; the Parliamentary Commissioner for Complaints).
Legal Methods and Skills, as its title makes clear, is designed to introduce students to legal craft—specifically, the craft of case-handling.
The course provides students with a staged introduction to case-handling, taking them from the basics of navigation and description, to more advanced skills such as written and oral argument.
In so doing, the course also addresses a key question: what is law? Specifically, is law’s essence to be found in its form, its function(s), its key actors and institutions, in some combination of these, or in some other way?
Students will acquire case-handling skills, a key component in successful transition to law school life. Specifically, students will learn how to:
(i) navigate a case;
(ii) describe key elements of a case (facts, issue(s), decision and reason(s)); and
(iii) analyse a case, in both a narrow manner and a broader law-in-context one.
In addition, via the cases with which they engage, students will develop an awareness of the role of law in society. Students will also have a grasp of legal system basics, such as the court structure.
The course develops two key skills:
(i) case-handling (notably description and analysis). More particularly, the ability to be clear, concise and precise, and to support one’s claims in an appropriate manner, whether orally or using the written word.
(ii) the ability to evaluate the role of law in society, and to do so in a manner that is clear, concise, precise and supported in an appropriate manner.
The course covers the fundamental principles of the general law of torts, informed by a theoretical, practical and comparative approach emphasizing the underlying function and role of the law of torts in contemporary society. There is also a recurring stress placed throughout the module on the relationship between the law of contract and tort. Key topics covered in the module include the function and philosophy of torts; the relationship between torts and human rights; negligence; trespass to the person; private/public nuisance; protection of reputation (privacy and defamation); vicarious liability; defences and remedies.
Students will acquire: (i) an understanding of the principles upon which tort liability is imposed, including the historical, political, social, economic and other factors which may affect the development of such liability, (ii) a knowledge and understanding of selected areas of the law of torts. Lectures to be made available for download via Microsoft Production package, as assisted by QUB Media Services. The first of these learning outcomes will enable students to understand the broad patterns of tort liability and to be able to identify the main policy reasons why the courts or Parliament have developed the scope of tort liability in particular ways. The second learning outcome will enable students, in the context of a given problem or essay question, to identify the relevant area(s) of the law of torts and to apply that law in detail with precision and accuracy.
Building on Level 1, students will acquire and develop a wide range of legal and wider employability skills including: Understand the Law of Torts in its wider contexts in terms of links to Contract Law; Identify accurately issues that require researching; Problem Solving; Identify and retrieve up to date legal information; Use relevant primary and secondary legal sources; Recognise and rank items and issues in terms of relevance and importance; Bring together information and materials from a variety of different sources; Act independently in planning and undertaking tasks; Synthesise doctrinal and policy issues in relation to a topic; Judge critically the merits of particular arguments; Present and make a reasoned choice between alternative solutions; Make a personal and reasoned judgment based on an informed understanding of standard arguments in the area of law in question; Reflect on own learning and proactively seek and make use of feedback; Use English proficiently; Time management; Present knowledge or an argument in a way that is comprehensible to others and which is directed at their concerns; Use, present and evaluate information provided in a numerical or statistical form.
This 20 credit module offers an introduction to European Union law in a changing world. It is divided into three parts. The initial lectures introduce the European Union as a polity, the legal framework of its institutions (role of the five core institutions Council, European Council, European Commission, European Parliament and Court of Justice of the European Union, legislative process, judicial proceedings) and its values (including a short reference to the role of citizenship and human rights protection). The module continues with lectures introducing the fundamentals of the Internal Market, comprising the socio-economic of the Internal Market in comparison with economic integration in the WTO and EFT, basic structure of economic freedoms, case law on free movement of goods, case law and at least one piece of secondary law for free movement of workers). It concludes lectures covering a critical assessment of the interaction of institutional and substantive law, focusing on the effect of EU law in its Member States, comparing it to the functioning of international law beyond the EU, as well as critical aspect of the EU’s legitimacy.
Students understand the role and cooperation of the EU’s institutions, in comparison with international organisations and the understand the interaction of EU law and polity in law making and adjudication at EU level. Students are introduced to the socio-economic basis for transnational economic integration, and the legal framework of the EU internal market, and can apply two of the economic freedoms to a problem scenario. Students are able to critically access the interaction of substantive and institutional EU law, are able to answer problem questions on the effects of EU law, and discuss critically the EUs legitimacy from a constitutional standpoint.
# knowledge and understanding of theories, concepts, values, principles and rules of European Union law within a global context. # ability to acquire new knowledge and engage in critical evaluation. # critical ability in assessing transnational legal processes # awareness of values of the European Union #. Problem solving, including the ability to identify accurately questions for self-directed research and to identify and retrieve up to date legal information, using hardcopy and electronic sources; as well as ability to identify and rank information and materials from a variety of different sources and disciplines # intellectual independence; viii ability to recognise ambiguity and deal with uncertainty in law, ix ability to produce a synthesis of relevant doctrinal and policy issues, presentation of a reasoned choice between alternative solutions and critical judgement of the merits of particular arguments x ability to apply knowledge and understanding to offer evidenced conclusions, addressing complex actual or hypothetical problems #. Produce word-processed work and present it in an appropriate form; #. Use the web and email.
This module deals with the rules and principles governing trusts. The syllabus focuses on three broad aACreas:
1. the requirements for establishing a valid trust including express trusts; purpose trusts (charitable and private purpose); resulting trusts; and constructive trusts;
2. the powers and obligations of trustees; and
3. the remedies available when trustees act improperly.
1. Classify types of trusts and identify their main distinctive features and purposes;
2. Identify and evaluate the development of principles in equity and trusts law in contemporary contexts.
3. Explain how breaches of trusts arise and identify appropriate remedies;
4. Explore key issues in judicial decision making, including ethical and societal considerations and demonstrate knowledge of the wider academic debates.
1. Acquire problem-solving techniques and be able to present coherent, concise legal arguments;
2. Summarise key arguments advanced in judicial opinions and academic writings;
3. Distinguish lines of argument and judge relative strengths and weaknesses;
4. Use appropriate legal terminologies specific to the law of equity and trusts.
The module will cover Land Law in Northern Ireland and in England and Wales and will include the topics of tenure and estates; registration of title; licences and proprietary estoppel; co-ownership; landlord and tenant law; easements; freehold covenants; and mortgages
Students will acquire knowledge and understanding of the key concepts of property, and the basic structures of the property laws of Northern Ireland and England; core rules and principles of the current land laws of Northern Ireland and England, and (where appropriate) will be able to differentiate the rules of these jurisdictions in a critical and comparative context. Students will also acquire the ability to: apply existing rules of land law to complex legal problems; identify the need for and discuss strategies for land law reform, and analyse the operation of existing rules on a theoretical, doctrinal, and societal level; and plan and conduct independent reading on difficult questions of land law doctrine.
Upon completion of this module, students should be able to demonstrate:
Intellectual independence including the ability to answer cogent questions about land law, identify gaps in their own knowledge and acquire new knowledge, and engage in critical analysis and evaluation.
Self-management, including an ability to reflect on their own learning, make effective use of feedback, a willingness to acknowledge and correct errors and an ability to work collaboratively.
Awareness of principles and values of land law.
Knowledge and understanding of theories, concepts, values, principles and rules of land law.
The ability to study land law in depth and in context.
The ability to recognise ambiguity and deal with uncertainty in law.
The ability to present a reasoned choice between alternative solutions and critical judgement of the merits of particular arguments.
The ability to apply knowledge and understanding to offer evidenced conclusions, addressing complex actual or hypothetical problems.
The ability to communicate both orally and in writing, in relation to legal matters, including an ability to listen and respond to written and oral stimuli including questions and instructions.
The module covers a range of issues in relation to criminal proceedings and the rules of evidence. It will consider the rules governing criminal investigations, prosecutions and the criminal trial. The module may cover areas of criminal procedure and evidential rules including the burden and standard of proof; rules circumscribing police powers, PACE, the admissibility of evidence, the right to silence; the admissibility of confessions; improperly obtained evidence; character evidence; cross-examination; witnesses and aspects of the trial process.
To analyse the rules of evidence and criminal proceedings in common law adjudication, to examine the issues and values which underlie the rules and to consider options for reform.
Students will be given an opportunity to develop a wide range of legal and general intellectual skills, with particular emphasis on the following: a) problem solving, application of law to complex problem situations; b) critical analysis and awareness, particularly in relation to criminal procedure and the role of evidence in the administration of criminal justice; c) case and statute analysis; d) oral and written communication.
This course is designed to offer students an introduction to some of the key issues and controversies surrounding the study of crime from a social scientific perspective. Crime will be understood as a legal and social construct rather than as an unchallengeable fact. Crimes are legally defined, they vary over time and between jurisdictions, they are therefore clearly linked to questions of power and powerlessness, gender, race and a host of other variables. The analysis of the criminal justice process, therefore, will be underpinned by such critical views. These issues will explored through an array of national and international research evidence, and will also draw upon current developments and the lecturers’ own research. Drawing on inter-disciplinary sources and establishing an academic agenda for critical analysis it considers the foundations of and alternatives to criminal justice in the context of a society and social order that is ‘ in transition’. Finally, it seeks to develop interdisciplinary skills and to encourage a full appreciation of the social nature of legal regulation and the role of criminology in understanding and resolving conflict.
Students will acquire knowledge and understanding of criminological theory and the basics of criminological research, with specific applications to the criminal justice system.
1. to develop a critical understanding and awareness of the substantive module content.
2. to utilise a range of theoretical and methodological tools in our understanding of criminology and criminal justice.
3. to utilise a range of social scientific resources in relation to the understanding of a particular topic.
4. to develop public speaking skills via class discussions and debates.
The module examines Land Law and the Law of Succession in the Republic of Ireland.
In studying Irish Land law, the course adopts a comparative approach, examining both how and why the law in the Republic of Ireland differs from that of Northern Ireland and England and Wales. In so doing the module builds upon knowledge which students gained in studying the School’s compulsory level 2 Land Law module, which focuses upon Land law in these jurisdictions. Particular attention will be paid to the impact of the Land and Conveyancing Reform Act 2009, which aimed to reform and modernise Irish Land Law. The module will examine how the Act has sought to simplify land tenure, reform the law relating to mortgages, revise the law relating to rent review, abolish the rule against perpetuities and alter the existing legal framework in areas such as co-ownership, easements of long user and rights to conduct work on party structures. It will examine some of the issues around mortgage enforcement which are outside the scope of the Act (such as the impact of Central Bank Codes). The module will also look at core elements of Irish Landlord & Tenant Law and the specific statutory provisions that apply.
The module will also examine the Law of Succession in the Republic of Ireland, examining the legal framework that applies in relation to making and construing wills, how the laws of intestacy deal with the distribution of estates when no will has been made, and the legal framework concerning the administration of estates, including grants of representation and the administration of assets.
Students will develop knowledge of the legal framework of Irish Land law and of how the framework differs from that applicable in Northern Ireland and the Republic of Ireland.
Students will develop knowledge of the legal framework for Succession law in the Republic of Ireland.
Students will be able to critically evaluate the legal frameworks for Irish Land Law and Irish Succession Law in essay type questions.
Students will be able to identify relevant areas of law and critically apply the law with precision and accuracy in answering problem type questions.
1. Knowledge of the principles and values of the legal frameworks on Irish Land Law and Succession Law.
2. The ability to study each area of law in depth and in its social context.
3. The ability to communicate both orally and in writing in addressing legal issues, including the ability to listen to and respond to questions and instructions.
4. The ability to develop and reflect upon own learning, including making effective use of feedback, acknowledging and correcting errors.
5. The ability to work collaboratively with peers.
6. The ability to ask and answer cogent questions about the legal framework and to engage in a critical analysis and evaluation of that framework.
This module will examine the EU competition law regime governing private market behaviour. Topics covered will include the aims and institutional framework of EC competition law; Article 81 of the EC Treaty prohibiting anti-competitive agreements between undertakings; Article 82 of the EC Treaty prohibiting abuse of a dominant position; enforcement of EC competition law and the approaches towards international competition law.
By the end of the module students will be able to:
L. 1 Explain the origins and general principles of competition law;
L. 2 Explain the role of the Commission and Courts in the application of Competition law;
L. 3 Explain and apply the provisions of Article 81 and Article 82 EC;
L. 4 Analyse the relationship between the Commission and the Member States’ Competition Authorities in the application of Articles 81 and 82 EC;
L. 5 Understand and appreciate the growing internationalisation of Competition law as a result of increasing economic globalisation.
By the end of the module students should be able to demonstrate the following employability and personal development planning skills:
(1) Knowledge and Understanding
(a) Understand the theoretical basis of Competition law;
(b) Understand the competition provisions of the EC Treaty;
(c) Understand the scope for development in the internationalisation of competition law;
(2) Practice: Applied Knowledge and Understanding
(a) Apply legal knowledge and understanding to a wide range of legal problems drawing on a wide range of sources and coming to reasoned conclusions;
(b) Analyse the division of powers between the European Commission and Member States;
(c) Understand and analyse the internationalisation of competition law, including potential solutions to the growing problem.
(3) Generic Cognitive Skills
(a) Develop skills of investigation, interpretation and reasoning;
(b) Undertake critical analysis and evaluation of competition law concepts;
(c) Evaluate evidence based solutions/responses to defined and/or routine problems;
(d) Formulate evidence based solutions based on a range of approaches through personal responsibility and initiative.
(4) Communication, ICT and Numeracy Skills
(a) Make formal and informal presentations in a variety of situations to a range of audiences;
(b) Communicate reasoned, analytical solutions to a range of legal problems relating to competition law.
(c) Use a range of routine legal skills and techniques in complex situations;
(d) Demonstrate ability to use a wide range of databases for independent research.
(5) Autonomy, Accountability and Working with Others
(a) Exercise autonomy and initiative with appropriate guidance;
(b) Take account of individual and others’ performances and contributions in carrying out and evaluating tasks;
(c) Identify, reflect upon and address personal learning needs.
The objective of this course is to skill students up as practical public lawyers. This course builds on the public law courses taught at level one, namely Constitutional Law in Context and Rights and Accountability. It is designed to complement the students’ existing knowledge of the institutions of government and judicial review, with a practice-focussed grounding in the public law of Northern Ireland for those who wish to make it a career focus.
The current arrangements for devolved government in Northern Ireland are only twenty-two years old, and are based on a unique model of interlinking devolved, national and trans-national institutions. This course will provide the tools for those who wish to play a part in the public law sphere as a lawyer, judge, politician, civil servant, special advisor, lobbyist, activist or commentator. Whatever the individual’s career goals or political perspective, there is a common set of legal skills which are required to achieve social and political objectives through Northern Ireland’s political and legal institutions. Gaining an in-depth understanding of how to achieve things in the political space using Northern Ireland’s institutions will also provide transferable skills and comparative knowledge which will be of interest to students who wish to play a similar role in other jurisdictions.
The course leader is a senior government lawyer with insight into the worlds of government policymaking, legislation and judicial decision-making and the course will be rooted in practical examples that will allow the a group to explore how each aspect of the Northern Ireland devolved institutions work in the real world using examples drawn from the uniquely challenging context of Brexit, Covid restrictions and constitutional discontents in the United Kingdom and further afield. The legal underpinnings of Northern Ireland’s institutions of government are complex and sophisticated as a fighter plane. This course will allow students to get into the cockpit and experience how it operates in battle conditions.
1. Have an in-depth understanding of the Northern Ireland devolved settlement (NIDS) and the legal instruments which create it;
2. Have the ability to interpret and evaluate primary legal sources, both statutory and judicial.
3. Have an understanding of the NIDS in operation, and be able to apply that understanding to solving simulated practice tasks at each stage of the policy- and law-making process.
4. Apply legal knowledge in a range of different contexts and communicate it appropriately to different audiences.
5. Understand the NIDS as an example of constitutionalism, be able to critically evaluate strengths and weaknesses and apply learning to other contexts.
6. Understand the legal and ethical principles, and constraints, which govern the various actors in the public law space, and the significance of both ethical and legal accountability mechanisms.
1. Identify and analyse the factual context of legal problems, identify evidence gaps and evaluate reliability of factual narratives;
2. Build on existing research skills to identify and analyse relevant primary and secondary legal sources to solve legal problems.
3. Use online resources and social media to build an up-to-the-minute understanding of developing legal issues and debates, evaluating reliability of contributors accurately.
4. Analyse and apply legal doctrine to a factual matrix to develop solutions to legal problems.
5. Resolve competing arguments;
6. Synthesise legal knowledge from different sources with other kinds of evidence to generate achievable solutions to policy problems.
7. Understand the value of risk- and option-based analysis in solving legal and policy problems.
8. Judge critically and evaluate legal and policy options.
9. Apply existing knowledge of constitutional principle to critically evaluate student’s own solutions and responses to issues studied.
10. Act independently in planning and undertaking tasks.
11. Build skill in time management, prioritisation of tasks and resilience under pressure.
12. Demonstrate capability in team-working, allocation of tasks and collaboration in problem-solving.
13. Use specialist and technical language proficiently in relation to public law.
14. Present knowledge and argument clearly and persuasively for professional and non-specialist audiences alike.
15. Demonstrate understanding of the ethical and legal constraints on actors in the public law sphere.
The practice of law is changing rapidly in the face of technical innovations. This module module will familiarise students with some of the ways in which legal practice is being transformed through AI, electronic search; document management etc. What, we ask do these changes mean for how law knows and for what law is? What are the technologies that are being brought to bear on practice? The module is explicitly aimed at employability given the growing demand for an appreciation of technologies within the legal profession. The module assumes no previous skills or knowledge of technological change on students’ parts.
At the end of the learning process students should have acquired:
1. knowledge and understanding of the social and legal challenges that legal technologies address, including emerging practices within the legal profession
2. a critical appreciation of debates around the application of technologies to legal problems
3. Basic awareness of data and data manipulation
4. An appreciation of concepts in machine learning and artificial intelligence
5. familiarity with tensions between computational techniques and legal practice
At the end of the module each student will be able to demonstrate:
1. knowledge and understanding of technological advances in the practice of law
2. a theoretical understanding of both the implications of technology for legal practice
3. synthesise relevant and directed readings with independent research, and present findings
4. manage basic coding challenges and communicating findings
The issue of sex is perhaps the one area of human behaviour that has been historically subject to particularly high levels of formal and informal regulation including the law, the police and official agencies but also via cultural norms and mores. This regulation extends to the arena of sexual commerce generally (pornography, lap dancing and strip clubs, massage parlours, Internet based web cams) but also to the regulation of commercial sex which usually involves the exchange of money or other goods for the provision of direct and physical sexual services. In many respects the provision of commercial sex and how it is policed and regulated has been challenged fundamentally by the growth of the digital economy and the contribution of the Internet to the growth and development of new sex markets. The module focuses primarily on developments that have occurred in the UK and Ireland but also draws upon comparative international evidence where required. The module considers how debates about commercial sex are intertwined with notions of sexuality more generally and reflect gendered norms around what is perceived as appropriate sexual conduct. The module provides a historical overview of how female commercial sex came to be regulated in Ireland and the UK in ways that did not apply to that of males before moving on to consider a number of regulatory models (abolitionism, decriminalisation, legalisation) adopted in a number of jurisdictions. The nature of commercial sex is considered theoretically by drawing on competing explanations from within feminism (i.e. between second, third and fourth wave feminism) but also to those sociological and socio-legal perspectives that view commercial sex as a form of ‘work’. The module challenges our understanding of commercial sex as an exclusively ‘female’ domain and investigates the role of males and transgendered individuals in the provision of commercial sexual services since they have remained absent from much of these discussions. As a fundamental starting point the module adopts a reflexive stance to argue that a full understanding of the nature of commercial sex can only be obtained by paying attention to the voices and views of those that participate in it. As such, the module takes an evidence-based approach arguing that research evidence not ‘opinion’ should be used as the basis for public policy.
Broad thematic areas of the module will include:
Theoretical approaches to commercial sex and its regulation (feminist, socio-legal, sociological)
Models of regulating commercial sex: abolitionism, legalisation, decriminalisation
Modes of commercial sex: Street, Indoor, Internet based
Male sex work, masculinities and gendered subjectivities
Regulating commercial sex in comparative perspective (a case study analysis of various international jurisdictions)
Regulating commercial sex in historical perspective
The emergence of the digital economy and the Internet in the creation of new sex markets
Human trafficking and sexual slavery
The intersection of religion and morality in debates about commercial sex
The role of evidence and research in public policy
Students undertaking this module will be in a position to:
1. Demonstrate their knowledge and comprehension of the legal frameworks governing the regulation of commercial sex in a number of jurisdictions.
2. Demonstrate that they can apply this knowledge to the actual operation and the political economy of commercial sex markets and to situate this within various theoretical perspectives drawn from law, sociology and a number of other disciplines.
3. Analyse the specific advantages and disadvantages of each regulatory model in terms of their impact on sex workers, broader notions of harm reduction and where these models sit with reference to national and international legal benchmarks.
4. Synthesise a range of data from interdisciplinary studies to make an evidence-based and informed judgement to assess both the impact and prevalence of commercial sex in a range of jurisdictions.
5. Use their evaluative skills to make an overall assessment of the efficacy and effectiveness of each regulatory model and to identify areas of best practice internationally.
Distinguish between relevant and irrelevant information in developing critical understanding of current problems in the regulation of commercial sex and demonstrate an awareness of the wider socio-political and economic context within which sex markets operate.
Critically analyse, evaluate, interpret and apply conceptual information to commercial sex and its regulation using sound methodological frameworks and forming new hypotheses.
Demonstrate the linkages between commercial sex and broader issues in the regulation of sexuality more generally.
Recognise potential alternative conclusions; provide supporting socio-legal reasoning for each; and identify the strengths and weaknesses of opposing arguments and the opportunities for negotiation.
Ability to evaluate complex policy and legal evidence in relation to the operation of sex markets and the regulation of commercial sex.
Ability to apply complex theoretical frameworks including those developed from law, sociology and criminology in the subject area.
Develop effective oral communication skills during class and group discussion.
To develop advanced written skills in the written assessment.
Ability to be self-directed and exercise initiative.
Ability to think critically, creatively and holistically.
This module explores the boundaries of the criminal law examining issues of current controversy. Deciding what to criminalise or decriminalise are important issues for any society. The proper boundaries of the criminal law are often contested with competing ideologies and perspectives offering different viewpoints. The module adopts a doctrinal, socio-legal and philosophical approach to the exploration of these issues. Issues to be examined include: theories of criminalisation; responding to hate crime; responding to stalking and harassment; regulating prostitution; regulating the use of illegal drugs; regulating pornography; the criminalisation of transmission of disease; responding to anti-social behaviour.
The learning ouctomes of the course are that students should acquire:
A. Knowledge and understanding of the boundaries of criminal liability and underlying theory;
B. Knowledge and understanding of important criminal offences;
C. Knowledge and understanding of comparative approaches to criminal law;
D. Knowledge and understanding of reform proposals;
E. An ability to identify and analyse criminal law issues in factual situations;
F. An ability to identify and discuss moral, political and philosophical issues within criminal law and to present a reasoned argument on doubtful or controversial issues;
G. An ability to evaluate academic commentary on key criminal law issues.
• Legal problem-solving. Ability to identify relevant issues, apply relevant concepts, principles & rules, make judgements & reach supported conclusions on the basis of sound & informed reasoning;
• Critical analysis of the criminal law in theory and practice. Ability to: identify & order issues by relevance and importance; synthesis of materials from diverse sources; exercise of critical judgement - discernment between the merits of particular arguments.
• Comparative analysis of the law. Ability to compare and contrast how different legal jurisdictions use the criminal law;
• Ability to write & speak with care and precision in the analysis & synthesis of the law;
• Ability to structure argument and analysis;
• Ability to identify issues for research and to retrieve accurate & relevant legal & other sources.
This module will introduce students to the foundations of company law. It will introduce students to the role of law in society, specifically in the economy, and to the regulation of corporate governance as a problem addressed both through and beyond company law. The module familiarises students with the corporate person as a concept, with the corporate constitution, with the company’s ‘lifecycle’ from incorporation to winding up and to the roles of and disputes between key stakeholders within the corporate form. The module will also introduce the manner in which corporate actors, mediated through law and regulation, seek to address social relationships, including through human rights and social responsibility initiatives.
Assessments are designed to draw students towards close readings of cases (MCQs) and towards critical evaluation of company law in context (essay-based exam). The module’s socio-legal ethos will be supported by monthly tutorials that review larger questions of principle underpinning law’s role in regulating the corporate economy.
Students who complete this module will be familiar with doctrinal and socio-legal questions related to:
Key features of company law, as developed in legislation and in elements of case law, focused for example on:
o Separate corporate personhood and limited liability
o The corporate constitution – articles of association; balance of powers
o Directors Duties and the board
o Disputes within the corporate form including unfair prejudice
o Mergers and acquisitions
o Winding up
• Elements of company law and regulation in society, focused on for instance
o Corporate reporting and transparency
o The UK Corporate Governance Code
o Ideas of compliance in corporate governance
o Voluntary, sector-specific codes such as the Equator Principles
o Regulation of business and human rights
o Broader corporate social responsibility initiatives
Students who have completed the module will demonstrate:
• knowledge of legislation, cases and codes of which the company law regime and the regulatory regime for the corporate economy more broadly are composed
• awareness of principles and values of company law in context
• a degree of commercial awareness in corporate affairs
• an ability to recognise ambiguity and deal with uncertainty in law
• an ability to apply knowledge and understanding to offer evidenced conclusions, addressing complex actual or hypothetical problems
• an ability to communicate both orally and in writing, in relation to legal matters, including an ability to listen and respond to written and oral stimuli including questions and instructions
This module is designed to equip students with the skills to better understand law, to ask questions about what law ‘is’ and what it ‘ought’ to be from a variety of perspectives. In doing so, students are encouraged to
consider their own views and understandings of law, but also to encounter a range of new views and understandings. This involves moving from a ‘black letter’ understanding of law and legal rules to engage with law in a more conceptual, creative and critical way. Students will explore a number of different theoretical perspectives which each provide contrasting ways to think about on law, legal institutions and contemporary legal problems. These perspectives include those drawn from traditional analytical jurisprudence as well as perspectives from critical legal theory. Students will become familiar with the variety of tools which diverse theoretical perspectives and authors offer to interrogate law and ask questions about its everyday operation. The questions these theoretical tools help us to ask include ‘What is law?’, ‘What role does law play in society?’, ‘Is law neutral?’, ‘How do judges decide a case?’, ‘What is the relationship between law and social change?
On completion of this module students will be able to demonstrate:
•A knowledge and understanding of a number of theoretical approaches to law.
•A comprehension of how differing theoretical approaches to law animate a Western understanding of law within a global, social and political context.
•The ability to critically reflect upon and analyse complex legal theory.
•The ability to formulate cogent arguments and to draw upon theoretical tools to engage in complex problem solving.
•Heightened oral, written and research skills through class discussion, group work and coursework.
Successful completion of the module will result in the acquisition and enhancement of the following skills relevant to career development:
• The ability to analyse social and legal problems by drawing upon philosophical and theoretical materials;
• Critical conceptual thinking;
• Interdisciplinary reflection;
• The ability to construct legal and philosophical arguments;
• The development of legal reasoning and problem solving;
• Research and writing skills;
• Oral communication, presentation and debating skills.
This module will provide an insight into family law, regarding the range of relationships involved and the consequences of the breakdown or cessation of these relationships.
Depending on staff availability and topicality, it will consider aspects such as the varying nature of family relationships and legal recognition of these, domestic violence, child protection and access, ancillary relief and rights in the case of unmarried/unregistered cohabitants.
Upon completion, students should acquire detailed knowledge and understanding in relation to the significance of family law and its impact upon individuals' private lives. Specifically:
- knowledge of the legal framework which regulates the rights and obligations between family members;
- knowledge of legal aspects regarding the creation of family relationships, including the varying nature of personal relationships and State recognition of these;
- knowledge of legal aspects regarding the consequences of the break-up of family relationships, including protection issues, rights and responsibilities where children are involved and interests in the home;
- awareness and understanding of societal trends and conflicts in the area, which impact upon legal policy;
- knowledge of specific legal aspects regarding the creation and break-up of family relationships; and
- a range of skills noted below.
Upon completion of this module, students should be able to:
- evaluate and critically analyse the interaction of the State with private lives;
- evaluate and critically analyse the societal trends, legal developments and their interplay;
- identify the main issues and challenges in the area and relating to specific factual scenarios;
- develop independent opinions and engage in academic debate;
- develop potential options for reform based on a critical examination of the status quo; and
- provide considered advice in relation to factual scenarios based on the relevant law and nature of personal relationships.
Atrocities in Syria, Ukraine and Central African Republic involving massacres of civilians, abduction of children, and violations of the laws of war highlight the indiscriminate nature of warfare. International humanitarian law (IHL) is a core component of international law and is supposed to govern the conduct of hostilities (and minimise its excesses). Consideration will thus turn on whether this field can be truly considered humane? The module will begin by charting the history and legal basis of IHL, exploring the work of the Red Cross, the development of the Geneva Conventions, humanitarian intervention, accountability, and key principles in IHL. Further seminars will explore contemporary and technological challenges with conducting hostilities in a humane way through lectures, group work, presentations, and mock simulations.
Students with develop:
• an understanding of the normative values of IHL and understanding of legal basis of IHL; an appreciation of the work of the Red Cross and other international organisations, such as the International Criminal Court, in the promotion and enforcement of IHL;
• practical knowledge in applying different solutions in IHL in solving problems in armed conflicts.
Students will gain the following skills:
• a coherent understanding of the theory and practice of the laws and principles of international humanitarian law (IHL);
• ability to apply knowledge and understanding of IHL in problem solving scenarios as part of a team;
• an ability to discern relevant primary and secondary materials, which support such principles;
• critical insights into contemporary developments in IHL and ability to apply independent research skills to produce reasoned and balanced arguments;
Contemporary Issues in British and Irish Human Rights
This module will allow students to explore in some depth a variety of issues that raise important and difficult questions in the UK and/or Ireland concerning the extent to which certain claims should be legally protected as human rights claims. It will build on knowledge and skills already transferred to students through their Constitutional Law in Context and Rights and Accountability modules. The content of the module will vary from year to year depending on the issues that are most topical at the time and the staff available to teach on the module, but it is likely that in most years at least two or three weeks of teaching will be devoted to each of the following: (a) the prevention of terrorism, (b) the right to freedom from Torture, (c) the right to education, (d) the right to freedom of expression, and (e) the right to fair trial. The focus will be on how legislative and judicial institutions the UK and Ireland and the European jurisprudence have addressed these matters, with particular emphasis on case law.
Students will acquire knowledge and understanding of the framework of laws and institutions within which human rights are protected throughout the United Kingdom and Ireland. They will also develop an awareness of the variety of views that can be held on how best to protect the rights in question and of the interests that need to be taken into account when legislators and judges are deciding whether certain claims deserve to be protected under human rights law.
Students will deepen their ability to analyse legislation, to interpret judicial pronouncements, and to develop legal arguments orally and in writing that might persuade policy- and law makers to adopt a different position. Students will acquire a greater ability to present their views persuasively orally and in writing and to undertake research into the legal position in different jurisdictions.
This course blends theory with practice, and is delivered in partnership with the Legal Support Project (LSP) of Law Centre NI (LCNI). Students will spend 2 x 4hr periods per teaching week in the LSP, providing supervised assistance on social security casework. Weekly tasks must be completed to the standard required by the terms of the Service Level Agreement between the School of Law and LCNI. Supervision is provided by LCNI staff, who will also deliver a frontloaded training programme (20 hours, delivered in weeks 1 and 2; the School of Law also takes classes during those weeks). This training programme will address: (i) access to justice and pursuing strategic litigation in a law centre setting; and (ii) areas of clinical work - the law on Employment and Support Allowance, Disability and Living Allowance, and Personal Independence Payment (PIP); Social Security Appeals Tribunals (practice and procedure); client care in a pro bono setting.
The practical aspects of the course are complemented by set academic literature on access to justice and strategic litigation, ensuring that students are able to reflect critically and systematically on all aspects of clinical practice. Students will complete a criticial case note paper to demonstrate learning outcomes associated with this part of the course.
On completion of the module students will be able to:
Demonstrate awareness and understanding of issues around access to justice and strategic litigation, and the nature, aims and context of law centre practice;
Plan and undertake casework under supervision, asking cogent questions and identifying gaps in their own knowledge and understanding;
Complete casework tasks to a high standard, developing awareness of professional standards, competencies and ethics;
Present information and ideas in a coherent and accurate manner, orally and in written form.
On completion of the module students will be able to:
Work collaboratively under supervision, listening and responding to written and oral instructions, and making effective use of feedback;
Respect deadlines and professional commitments, and operate effectively within a context of professional standards and regulation;
Engage with their personal/professional development.
This course will offer an introduction to the law of finance. Finance is often defined as the backbone of the economy as it provides essential services such as payment or credit intermediation, without which no business would be possible. In recent decades, the volume of legislation on financial law has increased exponentially and it touches virtually every aspect of financial intermediation, from day-to-day financial transactions to the regulation of cryptocurrencies. The objective of the module is to equip students with the analytical tools to navigate the complex world of finance from a legal perspective. The module will offer a broad overview of the three main pillars of financial law: financial institutions, financial transactions, and markets.
Topics addressed in the course include:
The structure of financial systems and the relations between Central banks, banks, securities firms, financial investors, depositors, and states.
The most important types of finance: equity, debt, sovereign debt, and securities.
The nature of banks, their deposit taking function, and their risks
Bank and securities prudential regulations
Corporate governance of financial institutions
Bank insolvency and resolution
Money and Payment systems
Regulation of cross-border banks
EU and international financial architecture (including IMF)
After taking the course the student should acquire:
A. Knowledge and understanding of the risks affecting the stability of financial systems;
B. Knowledge and understanding of the most important bank regulations in the UK and the EU;
C. Knowledge and understanding of comparative approaches to financial regulation (with a specific focus on the US);
D. Knowledge and understanding of currently unaddressed issues in international finance and the various reform proposals on the table;
E. An ability to identify and analyse risks in finance and propose practical legal solutions;
F. An ability to understand and analyse financial transactions and the legal regime applicable to them.
• Legal problem solving. Ability to identify relevant issues, apply relevant concepts, principles and rules, make judgements and reach supported conclusions on the basis of sound and informed reasoning;
• Ability to understand financial and economic concepts and to dissect them into broader legal concepts
• Ability to identify economic issues and to propose regulatory and legal solutions to tackle them
• Critical analysis of financial regulations.
• Ability to: identify and order issues by relevance and importance; synthesis of materials from diverse sources; exercise of critical judgement - discernment between the merits of particular arguments.
• Comparative analysis of the law.
• Ability to write and speak with care and precision in the analysis and synthesis of law and economic concepts;
• Ability to structure argument and analysis;
Following a brief overview of the events that led to the formulation of World Trade Organisation, the module will concentrate on the substantive obligations in the agreements that form part of the WTO Agreement, including the general principles of most-favoured nation treatment and non-discrimination, subsidies, antidumping and countervailing duties, safeguards, trade in services and trade-related intellectual property rights.
It will also examine the dispute settlement system of the WTO and consider future needs trends in international trade regulation, including competition law, environmental protection and the growing role of developing countries.
By the end of the module, students will be able to:
- Explain the origins and identify the general principles of WTO law;
- Explain the functioning of the dispute settlement system of the WTO;
- Explain and analyse the effect of WTO law on its Contracting Parties;
- Have an understanding of hte current debates taking place within the WTO in relation to the areas covered.
By the end of the module, students should be able to demonstrate the following employability and personal development planning skills:
1. Knowledge and Understanding
a) appreciate the basic aim, function and structure of the WTO legal system
b) understand the general principles of the WTO legal system
c) understand the function and working of the dispute settlement system
d) appreciate the major developments in international trade with a view to future trends in trade regulation.
2. Practice : Applied Knowledge and Understanding
a) apply legal knowledge and understanding to a wide range of legal problems drawing on a wide range of sources and coming to reasoned conclusions
b) analyse the current trends in international trade law and identify future trends
3. Generic Cognitive Skills
a) develop skills of investigation, interpretation and reasoning
b) undertake critical analysis and evaluation of international trade law concepts
c) evaluate evidence based solutions/responses to defined and/or routine problems
d) formulate evidence based solutions based on a range of approaches through personal responsibility and initiative
4. Communication, ICT and Numeracy Skills
a) Make formal and informal presentations in a variety of situations to a range of audiences
b) communicate reasoned, analytical solutions to a range of legal problems relating to international trade law
c) use a range of routine legal skills and techniques in complex situations
d) demonstrate ability to use a wide range of databases for independent research
5. Autonomy, Accountability and Working with Others
a) exercise autonomy and initiative with appropriate guidance
b) take account of individual and others' performance and contributions in carrying out and evaluating tasks
c) identify, reflect upon and address personal learning needs
Researching an approved legal topic under supervision and presenting the results as a dissertation.
Students are supported in the development of independent research skills through research into an area of law.
Students gain experience of formulating research questions and undertaking extended writing.
Students should be able to:
• Demonstrate skills in legal research, organisation of materials and presentation of extended arguments.
• Demonstrate a sound understanding of the principles of the topic under investigation.
• Demonstrate a sound understanding of primary and secondary sources in their subject area.
• Demonstrate the capacity for independent study.
Students should be able to:
• Critically analyse, evaluate and synthesise complex legal information.
• Demonstrate the ability to independently find useful legal information.
• Plan and investigate a theory or argument in the context of a particular area of law.
• Organise their exposition of the law in a rational and coherent manner.
• Provide a balanced and succinct discussion.
• Provide a well-considered conclusion to the issues presented for discussion.
Since the Second World War international criminal justice has emerged as a body of law to hold individuals responsible for mass atrocities. This module aims to introduce students to the key questions on the relationships between international law, justice and the transition from conflict in the 21st century through an exploration of law, criminological and social theory and case studies. The module adopts a broad interdisciplinary approach to mapping these connected issues and draws on a range of source and geo-political contexts (Latin America and Africa). It touches on contemporary controversies with international justice and domestic political conflicts, such as the intervention of the ICC in Palestine, criminal responsibility child soldiers, and reparations by multinational corporations.
On completion of this module each student should be conversant with:
1. the theory and practice of international criminal justice and transitional justice;
2. the broad patterns, dynamics and contexts of contemporary international crimes;
3. the occurrence of international crimes within different jurisdictions and the work of the international criminal courts and tribunals;
4. the relevant primary and secondary legal and factual materials to understand the relationship between international, national and local community based conceptions of justice; and
5. alternative accountability mechanisms beyond international criminal justice.
Students will gain the following skills:
1. the ability to apply different methods and tools for engaging in independent research on international crimes and developing reasoned conclusions;
2. develop critical perspectives on debates in criminal and alternative justice responses to such crimes;
3. critical understanding and application of international criminal law and procedure in solving practical problem scenarios;
4. communication and advocacy skills developed through debates, moot court sessions and presentations; and
5. familiarity with online website development tools.
The course addresses the following topics: intellectual property theory; copyright; passing off; trade marks; image rights; design rights; patents; and the enforcement of intellectual property rights.
By the end of this course students should be able to: understand UK and EU law as it applies to the law of copyright, trade marks, design rights, patents and other areas of intellectual property regulation; identify and consider the various justifications and aims that underpin the intellectual property regime; evaluate and criticise constructively recent developments and legal arguments in this domain; research new developments in this area of law.
The skills acquired by students will include: analytical and problem-solving skills; legal research, including web-based research; legal writing.
These will all be developed when preparing for and participating in class and through the compulsory coursework.
This module will expose students to the wide range of laws relating to the world of work. It will introduce them to some of the theories explaining the relationship between employers and employees and the importance of industrial relations more generally. It will then analyse some of the key topics in employment law such as the nature of an employment contract, the legal duties of an employer (especially as regards health and safety), the rights of an employee (especially as regards discrimination and privacy), the law relating to trades unions, the influence of the International Labour Organisation and the European Union in this field, and the means by which employment contracts can be terminated. It will to some extent build upon knowledge gained from the 2nd year module in Contract Law.
The focus will be on how legislative, administrative and judicial institutions in Northern Ireland (and in England and Wales) have addressed the issues most commonly arising in the employment relationship.
Students will acquire knowledge and understanding of the framework of laws and institutions within which the employment relationship is conducted in the United Kingdom. They will also develop an awareness of the variety of views that can be held on how best to maintain this relationship at a productive level. The module provides students with an opportunity to consider what policy factors come into play when solving employment disputes both at the individual and at the collective level. The influence of international law on this area of domestic law with be a leitmotiv running through the module.
Students will deepen their ability to analyse legislation, to interpret judicial pronouncements, and to develop legal arguments orally and in writing that might persuade policy- and law makers to adopt a different position. Students will acquire a greater ability to present their views persuasively orally and in writing and to undertake research into the influence of EC, ECHR and international law on the legal position within Northern Ireland. They will also become equipped to enter the world of work with an enhanced understanding of the obligations and responsibilities involved.
This course will focus primarily on substantive issues relating to Housing Law and Policy as it applies to the public and private rental sectors here in the UK.
Specific areas that will be covered include:
Housing Law and Policy Context
• The nature of Housing Law vs Housing Policy.
• Rental v owner-occupied market.
Public v Private Rental: Access and Regulation
• Access to and regulation of the social housing sector (Local Authority Housing, Registered Social Landlords (RSLs)).
• Access to and regulation of the private rental sector.
• Multiple occupation and overcrowding
Security of Tenure in the Public and Private Rental Sectors: Rights and Responsibilities
• Grounds for possession and eviction in the public rental sector.
• Anti-social behaviour.
• Grounds for possession and eviction in the private rental sector
• Possession claims and human rights.
Students will acquire knowledge and understanding of the legal, regulatory and policy landscapes that have shaped and continue to develop the housing sector here in the UK. From the outset, students will be able to discern the key differences in the policies and regulations that apply to the owner-occupied and rental markets. This course will also equip students with knowledge of any regional differences that may apply in these areas between England &Wales, Northern Ireland and Scotland. Further, as this course focuses primarily on the public and private rented sector students will know and understand the statutory provisions and case law that apply in the following key areas:
• Multiple occupation and overcrowding
• Grounds for possession and eviction in the public and private rental sectors.
• Anti-social behaviour.
• The application of the Human Rights Act 1998 in public sector and lord/tenant possession claims.
Students will acquire the following skills:
*The ability to identify and locate relevant government policies and key statutory provisions pertaining to substantive issues (outlined above) within the area of Housing Law and Policy using electronic and paper sources.
*Be able to research independently in an area of law not previously studied.
*Plan and undertake research towards assessment which will also develop students’ ICT skills.
*Amalgamate and synthesise information and materials from a variety of different sources.
*Be able to critically analyse the laws and policies that apply in this area by using relevant scholarly literature.
*Formulate comprehensible and well-structured arguments using suggested materials and materials sought beyond the module content.
*Judge critically the merits of a particular argument.
*Oral communication, by way of discussion of key issues in a large group setting.
This module provides students with an introduction to the role of psychology within the law and in the operation of legal systems. It aims to explore both the presence of psychological concepts within the substance of the law and the ways in which a range of legal skills is imbued with processes and dynamics that have psychological underpinnings. Group work and problem-based learning (PBL) approaches will form an integral part of the module.
The module will begin with an examination of skills development within a group context, including (but not limited to): individual learning styles, formation of group identity, legal research, individual roles within groups, conflict resolution and communication (oral and written). There will be discussion of psychological and organisational theories throughout.
In the second part of the module, the focus will be on areas of the law where psychological factors (including emotion, group behaviour, mental capacity) play a role, for example in criminal law, property law and obligations. There will also be an examination of decision-making processes within the justice system (e.g. juries), lie detection, eyewitness testimony and the role of the forensic psychologist.
The final part of the module will explore a mixed-subject PBL scenario, in which students identify key legal issues and conduct research into both substantive and normative areas of law, including the relevant psychological components. There will be opportunities for students to engage in presentations within class, based on group work.
Demonstrate knowledge and comprehension of the role of psychological concepts and processes within the law and in the operation of legal systems.
Apply this knowledge to problem scenarios and consider how this sits within various theoretical perspectives across disciplines.
Analyse data from a range of sources including legal, psychological and interdisciplinary studies.
Synthesise information from interdisciplinary studies and evaluate the extent to which psychological concepts and processes are pervasive within the law.
Reflect actively on learning throughout the module, drawing upon experiences of individual and collaborative work.
Engage in group work / problem-based learning (PBL) and apply psychological and organisational theories to their experience of this.
By the end of the module the learner will be able to:
Develop group work capabilities in order to maximise output in terms of knowledge, analysis and synthesis of information.
Enhance the above capabilities by exploring sources and problem scenarios, drawing from a range of core legal topics, including those with psychological components.
Appreciate areas of overlap between law and psychology, and evaluate the role of emotional intelligence within the operation of the law.
Apply group work skills in PBL scenarios, focusing on the analysis of key information and identification of topics for further examination.
Expand upon existing skills around self-directed and collaborative learning.
Think critically and creatively about the material encountered within the module, within an interdisciplinary framework.
Develop conflict-resolution skills within a group work environment.
Further develop their writing skills in the formal assessments.
Enhance oral presentation skills in class and within group work settings.
Develop and consolidate a range of transferable legal skills in preparation for further legal education (for example SQE2, LPC, study at IPLS) or other employment routes.
The module provides students with an understanding of how law affects people differently, depending on gender and the ways in which law contributes to regulating and representing gender. This understanding is not specific to one area of law, rather the course cuts across a number of different areas (such as criminal law, human rights, international law) increasing students’ knowledge and understanding of legal issues more generally at the national and international levels from a gendered perspective. Students will have the opportunity to further evaluate these issues through film and visual representation of the interaction between gender, justice and society. The module introduces students to a number of new and different topics (for example, judicial decision making, the Global South, LGBTQI, kinship and reproduction, the military) from which to interrogate contemporary debates on gender and contribute to the development of students’ critical and analytical skills.
Students will be able to demonstrate knowledge and understanding of:
The main theoretical approaches to analyses of law, gender and society.
The relevance of gender issues in the determination of law and legal policy.
The social and political dimensions of particular areas of substantive law and the relationship to gender.
Students will develop and demonstrate the:
Ability to critically analyse and make links between theory and practice.
Ability to identify and understanding of the significance of law in its social context.
Synthesis of materials from diverse sources; exercise of critical judgement; discernment between the merits of particular arguments.
Ability to write and speak with care and precision in the analysis and synthesis of the law, policy and theory.
Ability to identify issues for independent research and to retrieve accurate and relevant sources.
Death is universal, and creates distinct series of legal issues- affecting both the deceased and those who are left behind- from the moment of someone’s passing. This module explores selected issues, around the fate of the recently dead and the assets that they leave behind. It fuses the doctrinal with the theoretical, and draws on a range of other disciplines beyond law.
Part 1 of the module looks at the fate of the recently dead, focusing on three distinct topics: (i) post-mortems, and the law’s adaptation to new methods of technology and religious/cultural sensitivities towards invasive procedures; (ii) the legal resolution of family disputes over funerals; and (iii) the legal challenges posed by new methods of bodily disposal (e.g. natural burial, water cremation and human composting) that are being driven by demand for greater choice and environmental concerns.
Part 2 of the module looks at core elements of succession law. Beginning with theories of inheritance, it focuses on will-making and the attempts to move beyond rigid compliance with legal formalities in the internet age and drawing also on the recent experience of the pandemic (when will-making increased significantly and access to legal services was more difficult). This is followed by intestacy laws (rules for estate distribution where someone dies without a (valid) will) and whether these laws replicate modern notions of kinship and family. The module then moves to family provision, which allows specific relatives and dependants to challenge the fact that they did not receive anything/enough from the deceased’s estate, and focuses on high-profile, contentious legal disputes between two categories of applicant: surviving spouses and independent adult children. The family provision system (unique to the common law) is contrasted with civil law inheritance systems with their fixed shares spouses and dependants. Finally, the module looks at the legal and social policy issues ‘of dead hand control’, where will-makers try to control their beneficiaries’ behaviours and lifestyle choices from beyond the grave by leaving gifts with forfeiting conditions attached.
Students will acquire a deep knowledge and understanding of selected laws around the fate of the dead and core inheritance issues; a critical awareness of how these laws operate, and of the broader legal and policy objectives underpinning them; and the intersection of these laws with other disciplines (e.g. death studies, economics). Students will also be able to critically analyse these laws, and to construct independent arguments about their current status and future development in looking at contemporary debates at the forefront of the field.
As part of enhancing and developing core skills, students will acquire the ability to:
• identify, understand, interpret and evaluate existing laws and important contemporary societal concerns in selected aspects of the law and the dead;
• evaluate materials from other disciplines, to develop a broader understanding and contextual awareness of the core issues arising here;
• critically construct their own positions and develop independent arguments through a mix of scholarly reading, group discussion and independent research;
• convey these arguments and positions clearly and succinctly, in both oral and written form, to specialist audiences; and
• undertake independent research, and formulate appropriate research questions, as part of the assessment process.
• Theories of Punishment
• Sentencing and Human Rights
• Pre-Sentence Decisions
• The Sentencing Process
• Custodial Sentences
• Non-Custodial Sentences
• Sentencing the Young Offender
By the end of the module the students should have acquired the following:
• Understanding of the philosophical rationales for the imposition of punishment and of the ways in which they are reflected in the Northern Ireland Sentencing system;
• Understanding of the relevant provisions of the European Convention on Human Rights and the way in which it impacts on sentencing decisions;
• Understanding of the ways in which the sentencing process can be affected by decisions made at an earlier stage of the proceedings;
• Understanding of the law relating to the sentencing process (including the collection of relevant information, the legal constraints on sentencing, and the manner in which the sentence is chosen) and the ability to apply that law in context;
• Understanding of the social and political factors relating to sentencing, and the way in which they are reflected in the current sentencing system;
• Understanding of the relevant statutory provisions relating to custodial and non-custodial sentences, and the ability to apply those provisions in context;
• Understanding of the law relating to the sentencing of the young offender, and the ability to apply it in context.
• Identify accurately issues that require researching
• Identify and retrieve legal information
• Use of primary and secondary sources
• Recognise and rank items and issues in terms of relevance and importance
• Bring together information and materials from a variety of different sources
• Act independently in planning and undertaking tasks
• Synthesise doctrinal and policy issues in relation to a topic
• Judge critically the merits of particular arguments
• Present and make a reasoned choice between alternative solutions
• Reflect on own learning and proactively seek and make use of feedback
• Use of English
• Time management
• Present knowledge or an argument in a way that is comprehensible to others and is directed at their concerns
• Read and discuss legal materials which are written in technical and complex language
• Produce word processed essays and text and present such work in an appropriate form
• Use of the World Wide Web and of e-mail
• Work in groups as a participant who contributes effectively to the group’s task
Graduate Normally a 2.1 Honours degree or equivalent qualification acceptable to the University.
Note All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
In addition, to the entrance requirements above, it is essential that you read our guidance below on 'How we choose our students' prior to submitting your application.
The Law Senior Status programme is for graduate entry only.
Applicants with other qualifications should instead refer to our LLB Law degree (M100).
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
International Students - Foundation and International Year One Programmes
INTO Queen's offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
INTO - English Language Course(QSIS ELEMENT IS EMPTY)
Introduction Studying for a Law degree at Queen’s will assist students in developing the core skills and employment-related experiences that are valued by employers, professional organisations and academic institutions. Graduates from this degree at Queen’s are well regarded by many employers (local, national and international) and over half of all graduate jobs are now open to graduates of any discipline, including Law.
Although a large percentage of our graduates are interested in pursuing careers in Law, significant numbers develop careers in a wide range of other sectors. www.prospects.ac.uk
Employment Links Employer Links – Consultations:
The Law School at Queen’s has a long and well established tradition of regular consultation with legal professional bodies, employers etc. This includes, for example, The Law Society of Northern Ireland, The Law Society of England and Wales, The Law Society of Ireland, the Institute of Professional Legal Studies and employers from significant legal and other professional firms or organisations (see examples in placements and other employer links below).
Our past students have also gained work placements with organisations such as:
The Council of the EU
The European Commission
The European Parliament
The United Nations (UN)
The Organisation for Security and Co-operation in Europe (OSCE)
The Council of Europe
Alumni Success The QUB Senior Status Law Alumni Association serves as a hub through which Senior Status LLB alumni can stay connected with each other and with the School of Law post-graduation. Their aim is to provide a platform where our alumni can receive guidance on their NCA qualifications, network with each other through reunion and career events, and undertake graduate career opportunities with alumni-affiliated firms. They are here to help you push your graduate law career forward. https://lawseniorstatusalumni.com/
Additional Awards Gained(QSIS ELEMENT IS EMPTY)
Prizes and Awards(QSIS ELEMENT IS EMPTY)
Degree Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Degree Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1 EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees quoted relate to a single year of study and will be subject to an annual inflationary increase, unless explicitly stated otherwise.
Note that the tuition fees quoted above are for the 2023-24 academic year and are for indicative purposes only as the fees for 2024-25 have not yet been finalised. These fees will be subject to an inflationary increase. All tuition fees quoted relate to a single year of study and will be subject to an annual inflationary increase for each year of the course, unless explicitly stated otherwise.
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
Additional course costs
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library.
If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. A programme may have up to 6 modules per year, each with a recommended text.
Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a final year includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
Law Senior Status costs
There are no specific additional course costs associated with this programme.
How do I fund my study?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at: www.ucas.com/students.
When to Apply
UCAS will start processing applications for entry in autumn 2024 from 1 September 2023.
Advisory closing date: 31 January 2024 (18:00). This is the 'equal consideration' deadline for this course.
Applications from UK and EU (Republic of Ireland) students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2024) subject to the availability of places.
Applications from International and EU (Other) students are normally considered by Queen’s for entry to this course until 30 June 2024. If you apply for 2024 entry after this deadline, you will automatically be entered into Clearing.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code name for Queen's is QBELF and the institution code is Q75.
Additional Information for International (non-EU) Students
Applying through UCAS
Most students make their applications through UCAS (Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2024.
The Direct Applications Portal can be used by international applicants who wish to apply directly to the LLB Law (Senior Status). The Direct Applications Portal can be accessed by clicking here.
Applying through agents and partners
The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult the Agent List to find an agent in your country who will help you with your application to Queen’s University.