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LLB Law

Academic Year 2019/20

A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance processes. All degrees are awarded by Queen's University Belfast.

Programme Title LLB Law Final Award
(exit route if applicable for Postgraduate Taught Programmes)
Bachelor of Laws
Programme Code LAW-LLB-S UCAS Code M100 HECoS Code 100485
ATAS Clearance Required No
Mode of Study Full Time
Type of Programme Single Honours Length of Programme 3 Academic Year(s) Total Credits for Programme 360
Exit Awards available

INSTITUTE INFORMATION

Teaching Institution

Queen's University Belfast

School/Department

Law

Framework for Higher Education Qualification Level 
www.qaa.ac.uk

Level 6

QAA Benchmark Group
www.qaa.ac.uk/quality-code/subject-benchmark-statements

Law (2015)

Accreditations (PSRB)

Law Society of Northern Ireland

Date of most recent Accreditation Visit 30-06-10

Law Society of Ireland

Date of most recent Accreditation Visit 30-06-10

The Bar Northern Ireland

Date of most recent Accreditation Visit 30-06-10

REGULATION INFORMATION

Does the Programme have any approved exemptions from the University General Regulations
(Please see General Regulations)

None

Programme Specific Regulations

Students are normally required to pass (or have been credited for) all modules before progressing to the next level. Students must pass all 18 modules before being awarded the degree. Students transferring into this programme from another law programme must pass all the modules undertaken at QUB.

Students with protected characteristics

N/A

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

No

EDUCATIONAL AIMS OF PROGRAMME

The programme aims to provide a systematic understanding of the fundamental doctrines and principles underpinning the law in England and Wales and Northern Ireland; the interactions between the law in England and Wales and Northern Ireland, European and International contexts; and the social, political and economic contexts within which the legal system operates.

think critically and independently about a task or problems, and plan a response;

reflect on their learning and development, identify and address gaps in their own knowledge/skills, respond constructively to feedback;

work collaboratively;

demonstrate an awareness of principles and values of law and justice, and of ethics

demonstrate knowledge and understanding of the theories, concepts, values, principles and rules that underpin the law in Northern Ireland, and England and Wales, particularly in the Foundations of Legal Knowledge; with awareness of institutional, social, national and global context

demonstrate deep and contextual understanding of substantive areas of law, and tolerate and respond to ambiguity in law; produce synthesis of doctrinal/policy issues and exercise critical judgment, presenting a reasoned choice between alternative solutions and demonstrating awareness of the merits of particular arguments;

apply knowledge and understanding to offer evidenced conclusions to complex actual or hypothetical problems;

conduct self-directed research, including the design and development of a project under supervision, identification and retrieval of relevant primary sources, and evaluation and analysis in written and oral forms;

work from a range of data, including textual, numerical and statistical;

communicate orally and in writing, and listen and respond to verbal or written tasks/instructions

demonstrate the critical, intellectual and practical skills necessary to sustain life-long education/learning, including the ability to reflect on their own academic integrity

demonstrate the intellectual, practical and transferrable skills to succeed in a wide variety of careers; andan opportunity to obtain a law degree that qualifies for admission to professional legal training.

LEARNING OUTCOMES

Learning Outcomes: Cognitive Skills

On the completion of this course successful students will be able to:

Plan and undertake independent research under supervision, asking cogent questions and identifying gaps in their own knowledge and understanding

Teaching/Learning Methods and Strategies

The LLB is designed to foster phased progression in the development of intellectual independence. Level 1 modules introduce students to legal sources and methods of legal argument, with a transitional emphasis on developing critical reasoning and analysis. Level 2 offers students opportunities to develop rigour and precision in doctrinal analysis, through problem and argument based assessment-tasks, including (a) a long essay which acts as preparation for level 3 modules/assessment; (b) broad ‘contemporary issues’ modules structred to facilitate the development of autonomy in learning and greater synthesis in substantive analysis. Level 3 rigorously develops independence and autonomy through a 40 credit dissertation, while research-led elective modules allow students to study substantive areas in greater depth and context. A seminar on research methodology is provided for dissertation students. Students who opt for a study-abroad placement in semester one of level 3 are required to take a 20 credit research project in semester, so as to have an equivalent opportunity to develop research skills.
Reading lists are provided for all modules which direct students to relevant primary and secondary sources. From level 1, students are encouraged to retrieve these sources for themselves to develop familiarity and skill in the use and identification of resources. Instruction in the use of the University Law Library and the QUB online information system are core elements of the first year induction process. The QUB online information system enables students to communicate with staff and other students by email and gain access to learning and teaching resources (including module syllabi and lecture, tutorial and seminar outlines). The entire LLB learning and teaching process requires regular interaction with QUB online system thus ensuring that students acquire and develop a range of IT skills.

Methods of Assessment

Level 1 – open book exams (Criminal Law, EU Con, EU Internal Market); judgment analysis coursework (Legal Method); advocate general opinion (EU Con, EU IML); written coursework essays (Constitutional Law in Context, Rights & Accountability)
Level 2 – long coursework essay (Contemporary Issues in Property Law)
Level 3 – dissertation; long coursework essays
Cognitive skills in the use of IT are not formally assessed; however the acquisition and development of IT skills are integral to the learning and teaching process underpinning the Single Honours LLB pathway.

Retrieve, sift and select current and relevant primary and secondary legal information from standard and electronic sources.

Teaching/Learning Methods and Strategies

The LLB is designed to foster phased progression in the development of intellectual independence. Level 1 modules introduce students to legal sources and methods of legal argument, with a transitional emphasis on developing critical reasoning and analysis. Level 2 offers students opportunities to develop rigour and precision in doctrinal analysis, through problem and argument based assessment-tasks, including (a) a long essay which acts as preparation for level 3 modules/assessment; (b) broad ‘contemporary issues’ modules structred to facilitate the development of autonomy in learning and greater synthesis in substantive analysis. Level 3 rigorously develops independence and autonomy through a 40 credit dissertation, while research-led elective modules allow students to study substantive areas in greater depth and context. A seminar on research methodology is provided for dissertation students. Students who opt for a study-abroad placement in semester one of level 3 are required to take a 20 credit research project in semester, so as to have an equivalent opportunity to develop research skills.
Reading lists are provided for all modules which direct students to relevant primary and secondary sources. From level 1, students are encouraged to retrieve these sources for themselves to develop familiarity and skill in the use and identification of resources. Instruction in the use of the University Law Library and the QUB online information system are core elements of the first year induction process. The QUB online information system enables students to communicate with staff and other students by email and gain access to learning and teaching resources (including module syllabi and lecture, tutorial and seminar outlines). The entire LLB learning and teaching process requires regular interaction with QUB online system thus ensuring that students acquire and develop a range of IT skills.

Methods of Assessment

Level 1 – open book exams (Criminal Law, EU Con, EU Internal Market); judgment analysis coursework (Legal Method); advocate general opinion (EU Con, EU IML); written coursework essays (Constitutional Law in Context, Rights & Accountability)
Level 2 – long coursework essay (Contemporary Issues in Property Law)
Level 3 – dissertation; long coursework essays
Cognitive skills in the use of IT are not formally assessed; however the acquisition and development of IT skills are integral to the learning and teaching process underpinning the Single Honours LLB pathway.

Apply key legal research skills and methodology; study substantive areas of law in depth and context

Teaching/Learning Methods and Strategies

The LLB is designed to foster phased progression in the development of intellectual independence. Level 1 modules introduce students to legal sources and methods of legal argument, with a transitional emphasis on developing critical reasoning and analysis. Level 2 offers students opportunities to develop rigour and precision in doctrinal analysis, through problem and argument based assessment-tasks, including (a) a long essay which acts as preparation for level 3 modules/assessment; (b) broad ‘contemporary issues’ modules structred to facilitate the development of autonomy in learning and greater synthesis in substantive analysis. Level 3 rigorously develops independence and autonomy through a 40 credit dissertation, while research-led elective modules allow students to study substantive areas in greater depth and context. A seminar on research methodology is provided for dissertation students. Students who opt for a study-abroad placement in semester one of level 3 are required to take a 20 credit research project in semester, so as to have an equivalent opportunity to develop research skills.
Reading lists are provided for all modules which direct students to relevant primary and secondary sources. From level 1, students are encouraged to retrieve these sources for themselves to develop familiarity and skill in the use and identification of resources. Instruction in the use of the University Law Library and the QUB online information system are core elements of the first year induction process. The QUB online information system enables students to communicate with staff and other students by email and gain access to learning and teaching resources (including module syllabi and lecture, tutorial and seminar outlines). The entire LLB learning and teaching process requires regular interaction with QUB online system thus ensuring that students acquire and develop a range of IT skills.

Methods of Assessment

Level 1 – open book exams (Criminal Law, EU Con, EU Internal Market); judgment analysis coursework (Legal Method); advocate general opinion (EU Con, EU IML); written coursework essays (Constitutional Law in Context, Rights & Accountability)
Level 2 – long coursework essay (Contemporary Issues in Property Law)
Level 3 – dissertation; long coursework essays
Cognitive skills in the use of IT are not formally assessed; however the acquisition and development of IT skills are integral to the learning and teaching process underpinning the Single Honours LLB pathway.

Present information and ideas in a coherent and accurate manner, orally and in written form

Teaching/Learning Methods and Strategies

The LLB is designed to foster phased progression in the development of intellectual independence. Level 1 modules introduce students to legal sources and methods of legal argument, with a transitional emphasis on developing critical reasoning and analysis. Level 2 offers students opportunities to develop rigour and precision in doctrinal analysis, through problem and argument based assessment-tasks, including (a) a long essay which acts as preparation for level 3 modules/assessment; (b) broad ‘contemporary issues’ modules structred to facilitate the development of autonomy in learning and greater synthesis in substantive analysis. Level 3 rigorously develops independence and autonomy through a 40 credit dissertation, while research-led elective modules allow students to study substantive areas in greater depth and context. A seminar on research methodology is provided for dissertation students. Students who opt for a study-abroad placement in semester one of level 3 are required to take a 20 credit research project in semester, so as to have an equivalent opportunity to develop research skills.
Reading lists are provided for all modules which direct students to relevant primary and secondary sources. From level 1, students are encouraged to retrieve these sources for themselves to develop familiarity and skill in the use and identification of resources. Instruction in the use of the University Law Library and the QUB online information system are core elements of the first year induction process. The QUB online information system enables students to communicate with staff and other students by email and gain access to learning and teaching resources (including module syllabi and lecture, tutorial and seminar outlines). The entire LLB learning and teaching process requires regular interaction with QUB online system thus ensuring that students acquire and develop a range of IT skills.

Methods of Assessment

Level 1 – open book exams (Criminal Law, EU Con, EU Internal Market); judgment analysis coursework (Legal Method); advocate general opinion (EU Con, EU IML); written coursework essays (Constitutional Law in Context, Rights & Accountability)
Level 2 – long coursework essay (Contemporary Issues in Property Law)
Level 3 – dissertation; long coursework essays
Cognitive skills in the use of IT are not formally assessed; however the acquisition and development of IT skills are integral to the learning and teaching process underpinning the Single Honours LLB pathway.

Make constructive use of feedback

Teaching/Learning Methods and Strategies

The LLB is designed to foster phased progression in the development of intellectual independence. Level 1 modules introduce students to legal sources and methods of legal argument, with a transitional emphasis on developing critical reasoning and analysis. Level 2 offers students opportunities to develop rigour and precision in doctrinal analysis, through problem and argument based assessment-tasks, including (a) a long essay which acts as preparation for level 3 modules/assessment; (b) broad ‘contemporary issues’ modules structred to facilitate the development of autonomy in learning and greater synthesis in substantive analysis. Level 3 rigorously develops independence and autonomy through a 40 credit dissertation, while research-led elective modules allow students to study substantive areas in greater depth and context. A seminar on research methodology is provided for dissertation students. Students who opt for a study-abroad placement in semester one of level 3 are required to take a 20 credit research project in semester, so as to have an equivalent opportunity to develop research skills.
Reading lists are provided for all modules which direct students to relevant primary and secondary sources. From level 1, students are encouraged to retrieve these sources for themselves to develop familiarity and skill in the use and identification of resources. Instruction in the use of the University Law Library and the QUB online information system are core elements of the first year induction process. The QUB online information system enables students to communicate with staff and other students by email and gain access to learning and teaching resources (including module syllabi and lecture, tutorial and seminar outlines). The entire LLB learning and teaching process requires regular interaction with QUB online system thus ensuring that students acquire and develop a range of IT skills.

Methods of Assessment

Level 1 – open book exams (Criminal Law, EU Con, EU Internal Market); judgment analysis coursework (Legal Method); advocate general opinion (EU Con, EU IML); written coursework essays (Constitutional Law in Context, Rights & Accountability)
Level 2 – long coursework essay (Contemporary Issues in Property Law)
Level 3 – dissertation; long coursework essays
Cognitive skills in the use of IT are not formally assessed; however the acquisition and development of IT skills are integral to the learning and teaching process underpinning the Single Honours LLB pathway.

Learning Outcomes: Transferable Skills

On the completion of this course successful students will be able to:

Communicate orally and in writing

Teaching/Learning Methods and Strategies

Consistent with the Benchmark Statement for Law, the LLB is designed to ensure that law students acquire skills, attributes and qualities of mind that are readily transferable to a wide range of occupations and careers. Verbal communication skills are developed primarily through small group tutorial and seminar teaching, in particular by means of student presentations; and student and tutor led discussion. Level 1 modules have been designed to encourage transition to the style and practice of teaching by including additional action-focused tasks where students are encouraged to practice communication skills, such as moot court exercises (Legal Method and Skills) and negotiation exercises (Criminal Law). Written communication skills are developed through the programme primarily through essay writing; the dissertation module available to third years provides an opportunity to further develop this skill. Coursework and the dissertation module, which require the development of arguments based on the presentation and/or generation of numerical and statistical information, aid the development of numeracy skills. The process of independent study that underlines the entire learning and teaching process, coupled with guidance and individual feedback on essays and research projects, facilitate the development of autonomy and personal skills - particularly the student’s ability to reflect on his/her own work and to accept and provide constructive criticism. Problem-solving and teamwork skills are developed principally through specific problem-based tutorial and seminar exercises and projects that require collaboration amongst teams of students. Again in level 1 we offer specific transition-focused opportunities to practice working collaboratively, though the ‘integration week’ programme which features a series of interactive seminars where students work in small teams on introductory tasks and problems. General time-management and intellectual skills are also developed through the above learning and teaching methods. Use of the internet, QUB Online information system (including information retrieval, email communication and document exchange) and word-processing are fundamental elements of the entire learning and teaching process.

Methods of Assessment

The assessment of the majority of key transferable skills forms an integral part of the overall assessment of the degree pathway; however the approach to assessment varies. Written communication skills, problem-solving and intellectual skills are assessment directly throughout the degree programme. Autonomy and personal skills, teamwork and IT skills are generally assessed indirectly through the medium of examinations, coursework, dissertation. Verbal communication skills are not subject to formal assessment by the school, though formative exercises within tutorials/seminars offer a focused approach to practice

Problem-solve and provide evidenced conclusion, assessing the merits of particular arguments and presenting reasoned choices between alternatives

Teaching/Learning Methods and Strategies

Consistent with the Benchmark Statement for Law, the LLB is designed to ensure that law students acquire skills, attributes and qualities of mind that are readily transferable to a wide range of occupations and careers. Verbal communication skills are developed primarily through small group tutorial and seminar teaching, in particular by means of student presentations; and student and tutor led discussion. Level 1 modules have been designed to encourage transition to the style and practice of teaching by including additional action-focused tasks where students are encouraged to practice communication skills, such as moot court exercises (Legal Method and Skills) and negotiation exercises (Criminal Law). Written communication skills are developed through the programme primarily through essay writing; the dissertation module available to third years provides an opportunity to further develop this skill. Coursework and the dissertation module, which require the development of arguments based on the presentation and/or generation of numerical and statistical information, aid the development of numeracy skills. The process of independent study that underlines the entire learning and teaching process, coupled with guidance and individual feedback on essays and research projects, facilitate the development of autonomy and personal skills - particularly the student’s ability to reflect on his/her own work and to accept and provide constructive criticism. Problem-solving and teamwork skills are developed principally through specific problem-based tutorial and seminar exercises and projects that require collaboration amongst teams of students. Again in level 1 we offer specific transition-focused opportunities to practice working collaboratively, though the ‘integration week’ programme which features a series of interactive seminars where students work in small teams on introductory tasks and problems. General time-management and intellectual skills are also developed through the above learning and teaching methods. Use of the internet, QUB Online information system (including information retrieval, email communication and document exchange) and word-processing are fundamental elements of the entire learning and teaching process.

Methods of Assessment

The assessment of the majority of key transferable skills forms an integral part of the overall assessment of the degree pathway; however the approach to assessment varies. Written communication skills, problem-solving and intellectual skills are assessment directly throughout the degree programme. Autonomy and personal skills, teamwork and IT skills are generally assessed indirectly through the medium of examinations, coursework, dissertation. Verbal communication skills are not subject to formal assessment by the school, though formative exercises within tutorials/seminars offer a focused approach to practice

Work collaboratively

Teaching/Learning Methods and Strategies

Consistent with the Benchmark Statement for Law, the LLB is designed to ensure that law students acquire skills, attributes and qualities of mind that are readily transferable to a wide range of occupations and careers. Verbal communication skills are developed primarily through small group tutorial and seminar teaching, in particular by means of student presentations; and student and tutor led discussion. Level 1 modules have been designed to encourage transition to the style and practice of teaching by including additional action-focused tasks where students are encouraged to practice communication skills, such as moot court exercises (Legal Method and Skills) and negotiation exercises (Criminal Law). Written communication skills are developed through the programme primarily through essay writing; the dissertation module available to third years provides an opportunity to further develop this skill. Coursework and the dissertation module, which require the development of arguments based on the presentation and/or generation of numerical and statistical information, aid the development of numeracy skills. The process of independent study that underlines the entire learning and teaching process, coupled with guidance and individual feedback on essays and research projects, facilitate the development of autonomy and personal skills - particularly the student’s ability to reflect on his/her own work and to accept and provide constructive criticism. Problem-solving and teamwork skills are developed principally through specific problem-based tutorial and seminar exercises and projects that require collaboration amongst teams of students. Again in level 1 we offer specific transition-focused opportunities to practice working collaboratively, though the ‘integration week’ programme which features a series of interactive seminars where students work in small teams on introductory tasks and problems. General time-management and intellectual skills are also developed through the above learning and teaching methods. Use of the internet, QUB Online information system (including information retrieval, email communication and document exchange) and word-processing are fundamental elements of the entire learning and teaching process.

Methods of Assessment

The assessment of the majority of key transferable skills forms an integral part of the overall assessment of the degree pathway; however the approach to assessment varies. Written communication skills, problem-solving and intellectual skills are assessment directly throughout the degree programme. Autonomy and personal skills, teamwork and IT skills are generally assessed indirectly through the medium of examinations, coursework, dissertation. Verbal communication skills are not subject to formal assessment by the school, though formative exercises within tutorials/seminars offer a focused approach to practice

Engage with their personal/professional development

Teaching/Learning Methods and Strategies

Consistent with the Benchmark Statement for Law, the LLB is designed to ensure that law students acquire skills, attributes and qualities of mind that are readily transferable to a wide range of occupations and careers. Verbal communication skills are developed primarily through small group tutorial and seminar teaching, in particular by means of student presentations; and student and tutor led discussion. Level 1 modules have been designed to encourage transition to the style and practice of teaching by including additional action-focused tasks where students are encouraged to practice communication skills, such as moot court exercises (Legal Method and Skills) and negotiation exercises (Criminal Law). Written communication skills are developed through the programme primarily through essay writing; the dissertation module available to third years provides an opportunity to further develop this skill. Coursework and the dissertation module, which require the development of arguments based on the presentation and/or generation of numerical and statistical information, aid the development of numeracy skills. The process of independent study that underlines the entire learning and teaching process, coupled with guidance and individual feedback on essays and research projects, facilitate the development of autonomy and personal skills - particularly the student’s ability to reflect on his/her own work and to accept and provide constructive criticism. Problem-solving and teamwork skills are developed principally through specific problem-based tutorial and seminar exercises and projects that require collaboration amongst teams of students. Again in level 1 we offer specific transition-focused opportunities to practice working collaboratively, though the ‘integration week’ programme which features a series of interactive seminars where students work in small teams on introductory tasks and problems. General time-management and intellectual skills are also developed through the above learning and teaching methods. Use of the internet, QUB Online information system (including information retrieval, email communication and document exchange) and word-processing are fundamental elements of the entire learning and teaching process.

Methods of Assessment

The assessment of the majority of key transferable skills forms an integral part of the overall assessment of the degree pathway; however the approach to assessment varies. Written communication skills, problem-solving and intellectual skills are assessment directly throughout the degree programme. Autonomy and personal skills, teamwork and IT skills are generally assessed indirectly through the medium of examinations, coursework, dissertation. Verbal communication skills are not subject to formal assessment by the school, though formative exercises within tutorials/seminars offer a focused approach to practice

Information Technology

Teaching/Learning Methods and Strategies

Consistent with the Benchmark Statement for Law, the LLB is designed to ensure that law students acquire skills, attributes and qualities of mind that are readily transferable to a wide range of occupations and careers. Verbal communication skills are developed primarily through small group tutorial and seminar teaching, in particular by means of student presentations; and student and tutor led discussion. Level 1 modules have been designed to encourage transition to the style and practice of teaching by including additional action-focused tasks where students are encouraged to practice communication skills, such as moot court exercises (Legal Method and Skills) and negotiation exercises (Criminal Law). Written communication skills are developed through the programme primarily through essay writing; the dissertation module available to third years provides an opportunity to further develop this skill. Coursework and the dissertation module, which require the development of arguments based on the presentation and/or generation of numerical and statistical information, aid the development of numeracy skills. The process of independent study that underlines the entire learning and teaching process, coupled with guidance and individual feedback on essays and research projects, facilitate the development of autonomy and personal skills - particularly the student’s ability to reflect on his/her own work and to accept and provide constructive criticism. Problem-solving and teamwork skills are developed principally through specific problem-based tutorial and seminar exercises and projects that require collaboration amongst teams of students. Again in level 1 we offer specific transition-focused opportunities to practice working collaboratively, though the ‘integration week’ programme which features a series of interactive seminars where students work in small teams on introductory tasks and problems. General time-management and intellectual skills are also developed through the above learning and teaching methods. Use of the internet, QUB Online information system (including information retrieval, email communication and document exchange) and word-processing are fundamental elements of the entire learning and teaching process.

Methods of Assessment

The assessment of the majority of key transferable skills forms an integral part of the overall assessment of the degree pathway; however the approach to assessment varies. Written communication skills, problem-solving and intellectual skills are assessment directly throughout the degree programme. Autonomy and personal skills, teamwork and IT skills are generally assessed indirectly through the medium of examinations, coursework, dissertation. Verbal communication skills are not subject to formal assessment by the school, though formative exercises within tutorials/seminars offer a focused approach to practice

Work with a range of data, including textual, numerical and statistical

Teaching/Learning Methods and Strategies

Consistent with the Benchmark Statement for Law, the LLB is designed to ensure that law students acquire skills, attributes and qualities of mind that are readily transferable to a wide range of occupations and careers. Verbal communication skills are developed primarily through small group tutorial and seminar teaching, in particular by means of student presentations; and student and tutor led discussion. Level 1 modules have been designed to encourage transition to the style and practice of teaching by including additional action-focused tasks where students are encouraged to practice communication skills, such as moot court exercises (Legal Method and Skills) and negotiation exercises (Criminal Law). Written communication skills are developed through the programme primarily through essay writing; the dissertation module available to third years provides an opportunity to further develop this skill. Coursework and the dissertation module, which require the development of arguments based on the presentation and/or generation of numerical and statistical information, aid the development of numeracy skills. The process of independent study that underlines the entire learning and teaching process, coupled with guidance and individual feedback on essays and research projects, facilitate the development of autonomy and personal skills - particularly the student’s ability to reflect on his/her own work and to accept and provide constructive criticism. Problem-solving and teamwork skills are developed principally through specific problem-based tutorial and seminar exercises and projects that require collaboration amongst teams of students. Again in level 1 we offer specific transition-focused opportunities to practice working collaboratively, though the ‘integration week’ programme which features a series of interactive seminars where students work in small teams on introductory tasks and problems. General time-management and intellectual skills are also developed through the above learning and teaching methods. Use of the internet, QUB Online information system (including information retrieval, email communication and document exchange) and word-processing are fundamental elements of the entire learning and teaching process.

Methods of Assessment

The assessment of the majority of key transferable skills forms an integral part of the overall assessment of the degree pathway; however the approach to assessment varies. Written communication skills, problem-solving and intellectual skills are assessment directly throughout the degree programme. Autonomy and personal skills, teamwork and IT skills are generally assessed indirectly through the medium of examinations, coursework, dissertation. Verbal communication skills are not subject to formal assessment by the school, though formative exercises within tutorials/seminars offer a focused approach to practice

Listen and respond to written and oral instructions, make effective use of feedback

Teaching/Learning Methods and Strategies

Consistent with the Benchmark Statement for Law, the LLB is designed to ensure that law students acquire skills, attributes and qualities of mind that are readily transferable to a wide range of occupations and careers. Verbal communication skills are developed primarily through small group tutorial and seminar teaching, in particular by means of student presentations; and student and tutor led discussion. Level 1 modules have been designed to encourage transition to the style and practice of teaching by including additional action-focused tasks where students are encouraged to practice communication skills, such as moot court exercises (Legal Method and Skills) and negotiation exercises (Criminal Law). Written communication skills are developed through the programme primarily through essay writing; the dissertation module available to third years provides an opportunity to further develop this skill. Coursework and the dissertation module, which require the development of arguments based on the presentation and/or generation of numerical and statistical information, aid the development of numeracy skills. The process of independent study that underlines the entire learning and teaching process, coupled with guidance and individual feedback on essays and research projects, facilitate the development of autonomy and personal skills - particularly the student’s ability to reflect on his/her own work and to accept and provide constructive criticism. Problem-solving and teamwork skills are developed principally through specific problem-based tutorial and seminar exercises and projects that require collaboration amongst teams of students. Again in level 1 we offer specific transition-focused opportunities to practice working collaboratively, though the ‘integration week’ programme which features a series of interactive seminars where students work in small teams on introductory tasks and problems. General time-management and intellectual skills are also developed through the above learning and teaching methods. Use of the internet, QUB Online information system (including information retrieval, email communication and document exchange) and word-processing are fundamental elements of the entire learning and teaching process.

Methods of Assessment

The assessment of the majority of key transferable skills forms an integral part of the overall assessment of the degree pathway; however the approach to assessment varies. Written communication skills, problem-solving and intellectual skills are assessment directly throughout the degree programme. Autonomy and personal skills, teamwork and IT skills are generally assessed indirectly through the medium of examinations, coursework, dissertation. Verbal communication skills are not subject to formal assessment by the school, though formative exercises within tutorials/seminars offer a focused approach to practice

Learning Outcomes: Knowledge & Understanding

On the completion of this course successful students will be able to:

Demonstrate knowledge and understanding of the theories, concepts, principles and values of the legal system of Northern Ireland and England and Wales, particularly in the Foundations of Legal Knowledge.

Teaching/Learning Methods and Strategies

Students’ acquisition of core knowledge is achieved primarily through independent study supported by lectures, tutorials and seminars. Detailed study of legal institutions is embedded in Level 1 modules. While teaching at all levels of the programmes aims to locate legal rules and principles in their broader social context, research-led teaching in level 3 electives offer very focused opportunities to develop depth of contextual understanding for selected substantive areas.

Methods of Assessment

Written examinations and coursework (essays).

Knowledge and understanding of the sources of that law, how it is made and developed; the institutions within which that law is administered and the personnel who practice law.

Teaching/Learning Methods and Strategies

Students’ acquisition of core knowledge is achieved primarily through independent study supported by lectures, tutorials and seminars. Detailed study of legal institutions is embedded in Level 1 modules. While teaching at all levels of the programmes aims to locate legal rules and principles in their broader social context, research-led teaching in level 3 electives offer very focused opportunities to develop depth of contextual understanding for selected substantive areas.

Methods of Assessment

Written examinations and coursework (essays).

Demonstrate awareness and understanding of principles and values of law and justice, and of ethics

Teaching/Learning Methods and Strategies

Students’ acquisition of core knowledge is achieved primarily through independent study supported by lectures, tutorials and seminars. Detailed study of legal institutions is embedded in Level 1 modules. While teaching at all levels of the programmes aims to locate legal rules and principles in their broader social context, research-led teaching in level 3 electives offer very focused opportunities to develop depth of contextual understanding for selected substantive areas.

Methods of Assessment

Written examinations and coursework (essays).

Understanding of the wider social, national and global contexts in which the law operates.

Teaching/Learning Methods and Strategies

Students’ acquisition of core knowledge is achieved primarily through independent study supported by lectures, tutorials and seminars. Detailed study of legal institutions is embedded in Level 1 modules. While teaching at all levels of the programmes aims to locate legal rules and principles in their broader social context, research-led teaching in level 3 electives offer very focused opportunities to develop depth of contextual understanding for selected substantive areas.

Methods of Assessment

Written examinations and coursework (essays).

Learning Outcomes: Subject Specific

On the completion of this course successful students will be able to:

Each line should contain a different skills outcome

Teaching/Learning Methods and Strategies

Detail here the corresponding teaching and learning methods that will be employed to ensure students can achieve the stated outcome

Methods of Assessment

Detail here the corresponding assessment method which will be used to determine whether a student has achieved the stated outcome.

Distinguish between relevant and irrelevant factual and legal information.

Teaching/Learning Methods and Strategies

Student’s subject specific skills are developed generally through lectures; tutorials; seminars; directed reading; independent preparation for tutorials and seminars; problem-solving scenarios; student presentations; and student and tutor led discussion. Further opportunities for the development of subject specific skills are offered by the modules that employ additional learning and teaching methods, including: writing essays that encompass a range of primary and secondary material; feedback to individual students on draft essays, moot court exercises and negotiation exercises.

Methods of Assessment

Subject specific skills are assessed through written exams, coursework (essays and problems) and case-study analysis. Some courses employ different methods for assessing these skills including preparing reports and research projects (supervised).

At level 1, the focus is on transition, heling students to develop critical analysis and synthesis (open book exams in Criminal Law and EU Con/EIML; judgment analysis in Legal method and Skills) and application (exam problem questions in Constitutional Law, Rights & Accountability, EU Con/EIML).

Level 2 particularly focuses on the application of conceptual information to complex problems, with coursework problems in Contract, Tort and Equity, and exam problems in Land.

The dissertation at level 3 requires students to demonstrate higher levels of synthesis and analysis, and to demonstrate independent thinking.

Analyse, evaluate and interpret information.

Teaching/Learning Methods and Strategies

Student’s subject specific skills are developed generally through lectures; tutorials; seminars; directed reading; independent preparation for tutorials and seminars; problem-solving scenarios; student presentations; and student and tutor led discussion. Further opportunities for the development of subject specific skills are offered by the modules that employ additional learning and teaching methods, including: writing essays that encompass a range of primary and secondary material; feedback to individual students on draft essays, moot court exercises and negotiation exercises.

Methods of Assessment

Subject specific skills are assessed through written exams, coursework (essays and problems) and case-study analysis. Some courses employ different methods for assessing these skills including preparing reports and research projects (supervised).

At level 1, the focus is on transition, heling students to develop critical analysis and synthesis (open book exams in Criminal Law and EU Con/EIML; judgment analysis in Legal method and Skills) and application (exam problem questions in Constitutional Law, Rights & Accountability, EU Con/EIML).

Level 2 particularly focuses on the application of conceptual information to complex problems, with coursework problems in Contract, Tort and Equity, and exam problems in Land.

The dissertation at level 3 requires students to demonstrate higher levels of synthesis and analysis, and to demonstrate independent thinking.

Synthesise information from a variety of sources in order to gain a coherent understanding of legal theory and practice.

Teaching/Learning Methods and Strategies

Student’s subject specific skills are developed generally through lectures; tutorials; seminars; directed reading; independent preparation for tutorials and seminars; problem-solving scenarios; student presentations; and student and tutor led discussion. Further opportunities for the development of subject specific skills are offered by the modules that employ additional learning and teaching methods, including: writing essays that encompass a range of primary and secondary material; feedback to individual students on draft essays, moot court exercises and negotiation exercises.

Methods of Assessment

Subject specific skills are assessed through written exams, coursework (essays and problems) and case-study analysis. Some courses employ different methods for assessing these skills including preparing reports and research projects (supervised).

At level 1, the focus is on transition, heling students to develop critical analysis and synthesis (open book exams in Criminal Law and EU Con/EIML; judgment analysis in Legal method and Skills) and application (exam problem questions in Constitutional Law, Rights & Accountability, EU Con/EIML).

Level 2 particularly focuses on the application of conceptual information to complex problems, with coursework problems in Contract, Tort and Equity, and exam problems in Land.

The dissertation at level 3 requires students to demonstrate higher levels of synthesis and analysis, and to demonstrate independent thinking.

Apply conceptual information to practical legal problems.

Teaching/Learning Methods and Strategies

Student’s subject specific skills are developed generally through lectures; tutorials; seminars; directed reading; independent preparation for tutorials and seminars; problem-solving scenarios; student presentations; and student and tutor led discussion. Further opportunities for the development of subject specific skills are offered by the modules that employ additional learning and teaching methods, including: writing essays that encompass a range of primary and secondary material; feedback to individual students on draft essays, moot court exercises and negotiation exercises.

Methods of Assessment

Subject specific skills are assessed through written exams, coursework (essays and problems) and case-study analysis. Some courses employ different methods for assessing these skills including preparing reports and research projects (supervised).

At level 1, the focus is on transition, heling students to develop critical analysis and synthesis (open book exams in Criminal Law and EU Con/EIML; judgment analysis in Legal method and Skills) and application (exam problem questions in Constitutional Law, Rights & Accountability, EU Con/EIML).

Level 2 particularly focuses on the application of conceptual information to complex problems, with coursework problems in Contract, Tort and Equity, and exam problems in Land.

The dissertation at level 3 requires students to demonstrate higher levels of synthesis and analysis, and to demonstrate independent thinking.

Develop and defend reasoned opinions.

Teaching/Learning Methods and Strategies

Student’s subject specific skills are developed generally through lectures; tutorials; seminars; directed reading; independent preparation for tutorials and seminars; problem-solving scenarios; student presentations; and student and tutor led discussion. Further opportunities for the development of subject specific skills are offered by the modules that employ additional learning and teaching methods, including: writing essays that encompass a range of primary and secondary material; feedback to individual students on draft essays, moot court exercises and negotiation exercises.

Methods of Assessment

Subject specific skills are assessed through written exams, coursework (essays and problems) and case-study analysis. Some courses employ different methods for assessing these skills including preparing reports and research projects (supervised).

At level 1, the focus is on transition, heling students to develop critical analysis and synthesis (open book exams in Criminal Law and EU Con/EIML; judgment analysis in Legal method and Skills) and application (exam problem questions in Constitutional Law, Rights & Accountability, EU Con/EIML).

Level 2 particularly focuses on the application of conceptual information to complex problems, with coursework problems in Contract, Tort and Equity, and exam problems in Land.

The dissertation at level 3 requires students to demonstrate higher levels of synthesis and analysis, and to demonstrate independent thinking.

Recognise potential alternative conclusions for particular situations; provide supporting legal reasoning for each; and identify the strengths and weaknesses of opposing arguments and the opportunities for negotiation.

Teaching/Learning Methods and Strategies

Student’s subject specific skills are developed generally through lectures; tutorials; seminars; directed reading; independent preparation for tutorials and seminars; problem-solving scenarios; student presentations; and student and tutor led discussion. Further opportunities for the development of subject specific skills are offered by the modules that employ additional learning and teaching methods, including: writing essays that encompass a range of primary and secondary material; feedback to individual students on draft essays, moot court exercises and negotiation exercises.

Methods of Assessment

Subject specific skills are assessed through written exams, coursework (essays and problems) and case-study analysis. Some courses employ different methods for assessing these skills including preparing reports and research projects (supervised).

At level 1, the focus is on transition, heling students to develop critical analysis and synthesis (open book exams in Criminal Law and EU Con/EIML; judgment analysis in Legal method and Skills) and application (exam problem questions in Constitutional Law, Rights & Accountability, EU Con/EIML).

Level 2 particularly focuses on the application of conceptual information to complex problems, with coursework problems in Contract, Tort and Equity, and exam problems in Land.

The dissertation at level 3 requires students to demonstrate higher levels of synthesis and analysis, and to demonstrate independent thinking.

Develop and demonstrate independent thinking.

Teaching/Learning Methods and Strategies

Student’s subject specific skills are developed generally through lectures; tutorials; seminars; directed reading; independent preparation for tutorials and seminars; problem-solving scenarios; student presentations; and student and tutor led discussion. Further opportunities for the development of subject specific skills are offered by the modules that employ additional learning and teaching methods, including: writing essays that encompass a range of primary and secondary material; feedback to individual students on draft essays, moot court exercises and negotiation exercises.

Methods of Assessment

Subject specific skills are assessed through written exams, coursework (essays and problems) and case-study analysis. Some courses employ different methods for assessing these skills including preparing reports and research projects (supervised).

At level 1, the focus is on transition, heling students to develop critical analysis and synthesis (open book exams in Criminal Law and EU Con/EIML; judgment analysis in Legal method and Skills) and application (exam problem questions in Constitutional Law, Rights & Accountability, EU Con/EIML).

Level 2 particularly focuses on the application of conceptual information to complex problems, with coursework problems in Contract, Tort and Equity, and exam problems in Land.

The dissertation at level 3 requires students to demonstrate higher levels of synthesis and analysis, and to demonstrate independent thinking.

MODULE INFORMATION

Stages and Modules

Module Title Module Code Level/ stage Credits

Availability

Duration Pre-requisite

Assessment

S1 S2 Core Option Coursework % Practical % Examination %
Business and Human Rights LAW3090 3 20 YES 12 weeks N YES 100% 0% 0%
Sentencing LAW3073 3 20 YES 12 weeks N YES 100% 0% 0%
Intellectual Property Law LAW3074 3 20 YES 12 weeks N YES 100% 0% 0%
Employment Law LAW3058 3 20 YES 12 weeks N YES 100% 0% 0%
European Internal Market Law LAW3098 3 20 YES 12 weeks N YES 100% 0% 0%
Legal Theory LAW3060 3 20 YES 12 weeks N YES 100% 0% 0%
Dissertation LAW3000 3 40 YES YES 24 weeks N YES 100% 0% 0%
Contemporary Issues in Property Law LAW2043 2 20 YES 12 weeks N YES 100% 0% 0%
European Constitutional Law LAW1020 1 20 YES 12 weeks N YES 50% 0% 50%
Criminal Law LAW1025 1 20 YES 12 weeks N YES 20% 0% 80%
Global Business Law and Regulation LAW3101 3 20 YES 12 weeks N YES 100% 0% 0%
Criminology : Theory and Practice LAW3066 3 20 YES 12 weeks N YES 100% 0% 0%
Contemporary Issues in the Law of Obligations LAW2044 2 20 YES 12 weeks N YES 0% 0% 100%
EU Constitutional Law LAW3097 3 20 YES 12 weeks N YES 100% 0% 0%
Research Project B LAW3041 3 20 YES 12 weeks N YES 100% 0% 0%
Contract Law LAW2040 2 20 YES 12 weeks N YES 50% 0% 50%
Competition Law LAW3038 3 20 YES 12 weeks N YES 80% 0% 20%
Introduction to the Law of Torts LAW2042 2 20 YES 12 weeks N YES 50% 0% 50%
Environmental Law LAW3031 3 20 YES 12 weeks N YES 100% 0% 0%
Gender, Justice and Society LAW3024 3 20 YES 12 weeks N YES 100% 0% 0%
International Criminal and Transitional Justice LAW3093 3 20 YES 12 weeks N YES 100% 0% 0%
Equity LAW3096 3 20 YES 12 weeks N YES 100% 0% 0%
European Internal Market Law LAW1023 1 20 YES 12 weeks N YES 50% 0% 50%
Evidence LAW3002 3 20 YES 12 weeks N YES 0% 0% 100%
Research Project A LAW3001 3 20 YES 12 weeks N YES 100% 0% 0%
Public International Law LAW3034 3 20 YES 12 weeks N YES 100% 0% 0%
International Trade Law LAW3077 3 20 YES 12 weeks N YES 100% 0% 0%
Company Law and Corporate Governance LAW3082 3 20 YES 12 weeks N YES 100% 0% 0%
Criminal Liability LAW3088 3 20 YES 12 weeks N YES 0% 0% 100%
Financial Services Law LAW3099 3 20 YES 12 weeks N YES 0% 0% 100%
Legal Methods and Skills LAW1026 1 20 YES 12 weeks N YES 100% 0% 0%
Equity LAW2041 2 20 YES 12 weeks N YES 100% 0% 0%
Contemporary Issues in British and Irish Human Rights LAW3056 3 20 YES 12 weeks N YES 100% 0% 0%
Medical Law & Ethics LAW3112 3 20 YES 12 weeks N YES 100% 0% 0%
Law & Psychology LAW3111 3 20 YES 12 weeks N YES 100% 0% 0%
International Humanitarian Law LAW3089 3 20 YES 12 weeks N YES 100% 0% 0%
Regulating Commercial Sex LAW3108 3 20 YES 12 weeks N YES 50% 0% 50%
Family Law LAW3113 3 20 YES 12 weeks N YES 100% 0% 0%
Constitutional Law in Context LAW1021 1 20 YES 12 weeks N YES 20% 0% 80%
Rights and Accountability LAW1024 1 20 YES 12 weeks N YES 20% 0% 80%
Media and Information Law LAW3110 3 20 YES 12 weeks N YES 50% 0% 50%
Land Law LAW2045 2 20 YES 12 weeks N YES 0% 0% 100%
Clinical Law LAW3102 3 20 YES 12 weeks N YES 100% 0% 0%

Notes

LAW2044: Students transferring on the approved UK LLB transfer scheme into 2nd year will take this module in place of Contract.

LAW3001 & LAW3041: Students on study-abroad in first or second semester of level 3 take either of these modules in place of Dissertation. LAW3098 & LAW3097: Optional modules for students transferring on the approved UK LLB transfer scheme into year 3 (final year) only. LAW3096: Students transferring on the approved UK LLB transfer scheme into year 3 (final year) only. LAW3058: Take-home exam. LAW3076: Either 100% examination or 100% coursework or 50% coursework and 50% examination. At Level 3 a student may substitute up to 20 CATS of optional modules with the equivalent number of CATS from a list of approved modules beyond those listed. Students will be notified each academic year of the optional modules being offered in the following academic year. Students are advised that not all optional modules will necessarily be offered in each academic year. Also, the delivery of a module may be subject to a minimum number of enrolments as well as unforeseen circumstances (e.g. illness of a member of staff). The range and content of optional modules will change over time as degree programmes develop and students’ choice of optional modules may also be limited due to timetabling constraints.