Programme Title

LLB Common and Civil Law with Hispanic Studies

Final Award
(exit route if applicable for Postgraduate Taught Programmes)

Bachelor of Laws

Programme Code

CCL-LLB-MM

UCAS Code

M2R4

HECoS Code

100332

ATAS Clearance Required

No

Mode of Study

Full Time

Type of Programme

Major Honours

Length of Programme

4 Academic Year(s)

Total Credits for Programme

360

Exit Awards available

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

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 be credited for) all modules before progressing to the next level. Students must pass all 18 modules before being awarded the degree. After completion of Stage 2, students will be required to spend the equivalent of two semesters at a European Law School where Spanishis spoken. Students may proceed to level 3 when they have completed their year abroad.

Students with protected characteristics

N/A

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

No

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 long essay which acts as preparation for level 3 modules/assessment. Level 3 further develops independence and autonomy, requiring study of core substantive areas in greater depth and context.
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 – open book exams, Advocate-General opinion (EU Con, EU Internal Market); short coursework essays (Equity)
Level 3 –long coursework essays (Contract, Tort, Contemporary Issues in Property Law)
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 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 long essay which acts as preparation for level 3 modules/assessment. Level 3 further develops independence and autonomy, requiring study of core substantive areas in greater depth and context.
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 – open book exams, Advocate-General opinion (EU Con, EU Internal Market); short coursework essays (Equity)
Level 3 –long coursework essays (Contract, Tort, Contemporary Issues in Property Law)
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 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 long essay which acts as preparation for level 3 modules/assessment. Level 3 further develops independence and autonomy, requiring study of core substantive areas in greater depth and context.
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 – open book exams, Advocate-General opinion (EU Con, EU Internal Market); short coursework essays (Equity)
Level 3 –long coursework essays (Contract, Tort, Contemporary Issues in Property Law)
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 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 long essay which acts as preparation for level 3 modules/assessment. Level 3 further develops independence and autonomy, requiring study of core substantive areas in greater depth and context.
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 – open book exams, Advocate-General opinion (EU Con, EU Internal Market); short coursework essays (Equity)
Level 3 –long coursework essays (Contract, Tort, Contemporary Issues in Property Law)
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 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 long essay which acts as preparation for level 3 modules/assessment. Level 3 further develops independence and autonomy, requiring study of core substantive areas in greater depth and context.
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 – open book exams, Advocate-General opinion (EU Con, EU Internal Market); short coursework essays (Equity)
Level 3 –long coursework essays (Contract, Tort, Contemporary Issues in Property Law)
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 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. Coursework requires 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, facilitates 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 of Law, 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. Coursework requires 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, facilitates 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 of Law, 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. Coursework requires 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, facilitates 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 of Law, 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. Coursework requires 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, facilitates 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 of Law, though formative exercises within tutorials/seminars offer a focused approach to practice

Make effective and creative use of 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. Coursework requires 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, facilitates 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 of Law, 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. Coursework requires 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, facilitates 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 of Law, 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. Coursework requires 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, facilitates 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 of Law, 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 and Level 2 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 core modules offers very focused opportunities to develop depth of contextual understanding for selected substantive areas.

On the year abroad students will take a range of modules to facilitate deeper critical and comparative understanding of legal theories, concepts and doctrines. Students will be involved in the selection of modules through individual student learning agreements, completed in consultation with the Adviser of Studies for Law with Language programmes.

Language classes in Spanish law prepare students for the year abroad, and the period of residence abroad allows students to improve their linguistic ability and their knowledge of the Spanish-speaking world.
Language classes enable the development of grammatical accuracy, range of vocabulary and idiom, awareness of register, and fluency in Spanish. Language exercises may include comprehension, résumé, essay, prose and translation.
Oral classes in small groups develop spoken-language skills.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time
Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Language examinations test students’ ability to translate into and from the target language, textual comprehension and their ability to formulate and structure arguments in the target language.
Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.

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 and Level 2 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 core modules offers very focused opportunities to develop depth of contextual understanding for selected substantive areas.

On the year abroad students will take a range of modules to facilitate deeper critical and comparative understanding of legal theories, concepts and doctrines. Students will be involved in the selection of modules through individual student learning agreements, completed in consultation with the Adviser of Studies for Law with Language programmes.

Language classes in Spanish law prepare students for the year abroad, and the period of residence abroad allows students to improve their linguistic ability and their knowledge of the Spanish-speaking world.
Language classes enable the development of grammatical accuracy, range of vocabulary and idiom, awareness of register, and fluency in Spanish. Language exercises may include comprehension, résumé, essay, prose and translation.
Oral classes in small groups develop spoken-language skills.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time
Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Language examinations test students’ ability to translate into and from the target language, textual comprehension and their ability to formulate and structure arguments in the target language.
Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.

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 and Level 2 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 core modules offers very focused opportunities to develop depth of contextual understanding for selected substantive areas.

On the year abroad students will take a range of modules to facilitate deeper critical and comparative understanding of legal theories, concepts and doctrines. Students will be involved in the selection of modules through individual student learning agreements, completed in consultation with the Adviser of Studies for Law with Language programmes.

Language classes in Spanish law prepare students for the year abroad, and the period of residence abroad allows students to improve their linguistic ability and their knowledge of the Spanish-speaking world.
Language classes enable the development of grammatical accuracy, range of vocabulary and idiom, awareness of register, and fluency in Spanish. Language exercises may include comprehension, résumé, essay, prose and translation.
Oral classes in small groups develop spoken-language skills.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time
Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Language examinations test students’ ability to translate into and from the target language, textual comprehension and their ability to formulate and structure arguments in the target language.
Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.

Demonstrate understanding of the wider social, national and global contexts in which the law operates, with a particular comparative focus on civil law systems though the study of law in Spain and the linguistic competence to function within the legal context of the target language.

Demonstrate detailed knowledge of oral and written forms of Spanish; knowledge and understanding of the linguistic registers, structures and varieties of Spanish; an understanding of the key concepts that are used to undertake political, literary, linguistic and historical analysis, and address major themes in the history of society and culture and theoretical approaches to society, literature and language;

Demonstrate detailed knowledge of central features of Spanish culture (institutions, discourses, literature, linguistics, historical background and culture) and some knowledge of their interaction/interdependence; and advanced understanding of how Spanish culture uses language to express, communicate and develop its identity and interests;

Demonstrate knowledge and understanding of cultural diversity within Europe, and of Spain’s relation with the Spanish-speaking world; and an appreciation of some of the most salient issues confronting international affairs (including the war on terror, the banking crisis, sustainability and the process of European integration).

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 and Level 2 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 core modules offers very focused opportunities to develop depth of contextual understanding for selected substantive areas.

On the year abroad students will take a range of modules to facilitate deeper critical and comparative understanding of legal theories, concepts and doctrines. Students will be involved in the selection of modules through individual student learning agreements, completed in consultation with the Adviser of Studies for Law with Language programmes.

Language classes in Spanish law prepare students for the year abroad, and the period of residence abroad allows students to improve their linguistic ability and their knowledge of the Spanish-speaking world.
Language classes enable the development of grammatical accuracy, range of vocabulary and idiom, awareness of register, and fluency in Spanish. Language exercises may include comprehension, résumé, essay, prose and translation.
Oral classes in small groups develop spoken-language skills.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time
Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Language examinations test students’ ability to translate into and from the target language, textual comprehension and their ability to formulate and structure arguments in the target language.
Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.

Learning Outcomes: Subject Specific

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

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.

Through the wide variety of exercises used in written- and spoken-language classes (presentations, debate, résumé, essay, comprehension, grammar tests, prose, translation), a whole range of language skills is developed and assessed. These include: knowledge and understanding of vocabulary, and of the structures and registers of language; translation skills; the structuring and development of arguments in Spanish; fluency and idiom; summary and synthesising skills; planning and composing oral presentations/exposés. Grammatical knowledge is under constant review, and explanation, description and analysis of grammar forms an important part of language classes.

Students are encouraged to develop their own responses to Spanish-speaking cultures, particularly by means of the year spent abroad.

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.

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

Level 2 particularly focuses on the application of conceptual information to complex problems, with coursework problems in EU Con/EIML and Equity, and exam problems in Land.

Level 3 module requires students to demonstrate higher levels of synthesis and analysis, and to demonstrate independent thinking.

Throughout the programme, to develop linguistic ability Students complete a series of written exercises per semester. Individual feedback on these assignments enables students, with the help and guidance of the tutor, to address areas of difficulty and thus develop their linguistic knowledge and understanding.

Language examinations test students’ ability to translate into and from the target language, textual comprehension and their ability to formulate and structure arguments in the target language.

Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.

Analyse, evaluate and interpret information, and 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.

Through the wide variety of exercises used in written- and spoken-language classes (presentations, debate, résumé, essay, comprehension, grammar tests, prose, translation), a whole range of language skills is developed and assessed. These include: knowledge and understanding of vocabulary, and of the structures and registers of language; translation skills; the structuring and development of arguments in Spanish; fluency and idiom; summary and synthesising skills; planning and composing oral presentations/exposés. Grammatical knowledge is under constant review, and explanation, description and analysis of grammar forms an important part of language classes.

Students are encouraged to develop their own responses to Spanish-speaking cultures, particularly by means of the year spent abroad.

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.

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

Level 2 particularly focuses on the application of conceptual information to complex problems, with coursework problems in EU Con/EIML and Equity, and exam problems in Land.

Level 3 module requires students to demonstrate higher levels of synthesis and analysis, and to demonstrate independent thinking.

Throughout the programme, to develop linguistic ability Students complete a series of written exercises per semester. Individual feedback on these assignments enables students, with the help and guidance of the tutor, to address areas of difficulty and thus develop their linguistic knowledge and understanding.

Language examinations test students’ ability to translate into and from the target language, textual comprehension and their ability to formulate and structure arguments in the target language.

Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.

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.

Through the wide variety of exercises used in written- and spoken-language classes (presentations, debate, résumé, essay, comprehension, grammar tests, prose, translation), a whole range of language skills is developed and assessed. These include: knowledge and understanding of vocabulary, and of the structures and registers of language; translation skills; the structuring and development of arguments in Spanish; fluency and idiom; summary and synthesising skills; planning and composing oral presentations/exposés. Grammatical knowledge is under constant review, and explanation, description and analysis of grammar forms an important part of language classes.

Students are encouraged to develop their own responses to Spanish-speaking cultures, particularly by means of the year spent abroad.

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.

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

Level 2 particularly focuses on the application of conceptual information to complex problems, with coursework problems in EU Con/EIML and Equity, and exam problems in Land.

Level 3 module requires students to demonstrate higher levels of synthesis and analysis, and to demonstrate independent thinking.

Throughout the programme, to develop linguistic ability Students complete a series of written exercises per semester. Individual feedback on these assignments enables students, with the help and guidance of the tutor, to address areas of difficulty and thus develop their linguistic knowledge and understanding.

Language examinations test students’ ability to translate into and from the target language, textual comprehension and their ability to formulate and structure arguments in the target language.

Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.

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.

Through the wide variety of exercises used in written- and spoken-language classes (presentations, debate, résumé, essay, comprehension, grammar tests, prose, translation), a whole range of language skills is developed and assessed. These include: knowledge and understanding of vocabulary, and of the structures and registers of language; translation skills; the structuring and development of arguments in Spanish; fluency and idiom; summary and synthesising skills; planning and composing oral presentations/exposés. Grammatical knowledge is under constant review, and explanation, description and analysis of grammar forms an important part of language classes.

Students are encouraged to develop their own responses to Spanish-speaking cultures, particularly by means of the year spent abroad.

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.

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

Level 2 particularly focuses on the application of conceptual information to complex problems, with coursework problems in EU Con/EIML and Equity, and exam problems in Land.

Level 3 module requires students to demonstrate higher levels of synthesis and analysis, and to demonstrate independent thinking.

Throughout the programme, to develop linguistic ability Students complete a series of written exercises per semester. Individual feedback on these assignments enables students, with the help and guidance of the tutor, to address areas of difficulty and thus develop their linguistic knowledge and understanding.

Language examinations test students’ ability to translate into and from the target language, textual comprehension and their ability to formulate and structure arguments in the target language.

Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.

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.

Through the wide variety of exercises used in written- and spoken-language classes (presentations, debate, résumé, essay, comprehension, grammar tests, prose, translation), a whole range of language skills is developed and assessed. These include: knowledge and understanding of vocabulary, and of the structures and registers of language; translation skills; the structuring and development of arguments in Spanish; fluency and idiom; summary and synthesising skills; planning and composing oral presentations/exposés. Grammatical knowledge is under constant review, and explanation, description and analysis of grammar forms an important part of language classes.

Students are encouraged to develop their own responses to Spanish-speaking cultures, particularly by means of the year spent abroad.

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.

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

Level 2 particularly focuses on the application of conceptual information to complex problems, with coursework problems in EU Con/EIML and Equity, and exam problems in Land.

Level 3 module requires students to demonstrate higher levels of synthesis and analysis, and to demonstrate independent thinking.

Throughout the programme, to develop linguistic ability Students complete a series of written exercises per semester. Individual feedback on these assignments enables students, with the help and guidance of the tutor, to address areas of difficulty and thus develop their linguistic knowledge and understanding.

Language examinations test students’ ability to translate into and from the target language, textual comprehension and their ability to formulate and structure arguments in the target language.

Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.

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.

Through the wide variety of exercises used in written- and spoken-language classes (presentations, debate, résumé, essay, comprehension, grammar tests, prose, translation), a whole range of language skills is developed and assessed. These include: knowledge and understanding of vocabulary, and of the structures and registers of language; translation skills; the structuring and development of arguments in Spanish; fluency and idiom; summary and synthesising skills; planning and composing oral presentations/exposés. Grammatical knowledge is under constant review, and explanation, description and analysis of grammar forms an important part of language classes.

Students are encouraged to develop their own responses to Spanish-speaking cultures, particularly by means of the year spent abroad.

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.

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

Level 2 particularly focuses on the application of conceptual information to complex problems, with coursework problems in EU Con/EIML and Equity, and exam problems in Land.

Level 3 module requires students to demonstrate higher levels of synthesis and analysis, and to demonstrate independent thinking.

Throughout the programme, to develop linguistic ability Students complete a series of written exercises per semester. Individual feedback on these assignments enables students, with the help and guidance of the tutor, to address areas of difficulty and thus develop their linguistic knowledge and understanding.

Language examinations test students’ ability to translate into and from the target language, textual comprehension and their ability to formulate and structure arguments in the target language.

Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.

Communicate fluently and effectively with native Spanish speakers in both oral and written contexts; demonstrating a high level of understanding of oral and written forms of Spanish; and deploying an appropriate range of vocabulary, structures and registers. They will be able to describe and analyse main grammatical features of Spanish, and draw on a wide variety of resources to refine and improve their knowledge and understanding of Spanish.

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.

Through the wide variety of exercises used in written- and spoken-language classes (presentations, debate, résumé, essay, comprehension, grammar tests, prose, translation), a whole range of language skills is developed and assessed. These include: knowledge and understanding of vocabulary, and of the structures and registers of language; translation skills; the structuring and development of arguments in Spanish; fluency and idiom; summary and synthesising skills; planning and composing oral presentations/exposés. Grammatical knowledge is under constant review, and explanation, description and analysis of grammar forms an important part of language classes.

Students are encouraged to develop their own responses to Spanish-speaking cultures, particularly by means of the year spent abroad.

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.

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

Level 2 particularly focuses on the application of conceptual information to complex problems, with coursework problems in EU Con/EIML and Equity, and exam problems in Land.

Level 3 module requires students to demonstrate higher levels of synthesis and analysis, and to demonstrate independent thinking.

Throughout the programme, to develop linguistic ability Students complete a series of written exercises per semester. Individual feedback on these assignments enables students, with the help and guidance of the tutor, to address areas of difficulty and thus develop their linguistic knowledge and understanding.

Language examinations test students’ ability to translate into and from the target language, textual comprehension and their ability to formulate and structure arguments in the target language.

Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.