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 – exams; judgment analysis coursework ; advocate general opinion ; written coursework essays
Level 2 – exams; judgment analysis coursework ; written coursework essays
Level 3 – exams; judgment analysis coursework ; written 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 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 – exams; judgment analysis coursework ; advocate general opinion ; written coursework essays
Level 2 – exams; judgment analysis coursework ; written coursework essays
Level 3 – exams; judgment analysis coursework ; written 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 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 – exams; judgment analysis coursework ; advocate general opinion ; written coursework essays
Level 2 – exams; judgment analysis coursework ; written coursework essays
Level 3 – exams; judgment analysis coursework ; written 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 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 – exams; judgment analysis coursework ; advocate general opinion ; written coursework essays
Level 2 – exams; judgment analysis coursework ; written coursework essays
Level 3 – exams; judgment analysis coursework ; written 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 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 – exams; judgment analysis coursework ; advocate general opinion ; written coursework essays
Level 2 – exams; judgment analysis coursework ; written coursework essays
Level 3 – exams; judgment analysis coursework ; written 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.

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 which 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 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, Canvas, 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 and coursework. 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. Coursework which 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 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, Canvas, 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 and coursework. 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. Coursework which 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 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, Canvas, 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 and coursework. 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. Coursework which 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 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, Canvas, 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 and coursework. 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. Coursework which 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 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, Canvas, 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 and coursework. 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. Coursework which 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 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, Canvas, 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 and coursework. 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. Coursework which 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 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, Canvas, 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 and coursework. Verbal communication skills are not subject to formal assessment by the school, though formative exercises within tutorials/seminars offer a focused approach to practice

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 and politics 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 in law and politics.

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 and politics 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 in law and politics.

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 and politics 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 in law and politics.

Methods of Assessment

Written examinations and coursework (essays).

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

Methods of Assessment

Written examinations and coursework (essays).

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, politics simulations/role play 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.

At level 1, the focus is on transition, helping 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) and understanding of Politics.

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. On Politics the student engage with fundamental political ideologies and thought as well as the EU.

Level 3 module 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, politics simulations/role play 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.

At level 1, the focus is on transition, helping 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) and understanding of Politics.

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. On Politics the student engage with fundamental political ideologies and thought as well as the EU.

Level 3 module 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, politics simulations/role play 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.

At level 1, the focus is on transition, helping 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) and understanding of Politics.

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. On Politics the student engage with fundamental political ideologies and thought as well as the EU.

Level 3 module 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, politics simulations/role play 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, helping students to develop critical analysis and synthesis and application.

Level 2 particularly focuses on the application of conceptual information to complex problems.

Coursework 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, politics simulations/role play 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, helping students to develop critical analysis and synthesis and application.

Level 2 particularly focuses on the application of conceptual information to complex problems.

Coursework 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, politics simulations/role play 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, helping students to develop critical analysis and synthesis and application.

Level 2 particularly focuses on the application of conceptual information to complex problems.

Coursework 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, politics simulations/role play 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, helping students to develop critical analysis and synthesis and application.

Level 2 particularly focuses on the application of conceptual information to complex problems.

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