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Session: 2022/23
Last modified: 02/03/2022 10:42:42
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Title of Module: Public Law I |
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Code: LAWW07019 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 10 |
ECTS: 5
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Dale
McFadzean |
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| Summary of Module |
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Public Law I aims to give students a detailed knowledge of key aspects of constitutional law within the United Kingdom. The module begins with an examination of different types of constitutions and the distinction between legal rules, non-legal rules, and other sources. The relationship between the legislature, the executive, and the judiciary is also examined. From here, the fundamental doctrines of the constitution are examined alongside the role of the judiciary within the constitution. Students will then move on to examine the role and powers of both the Westminster and Holyrood Parliaments.
- To give students a thorough understanding of constitutional law within the United Kingdom.
- To understand the nature of the devolution settlement within the United Kingdom and multi-layered constitutionalism.
- To understand and apply complex doctrines of the constitution to constitutional issues.
- To understand the function, powers and role of the legislatures within the United Kingdom.
- To be knowledgable of parliamentary process, procedure and able to understand the origins of legislation.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate knowledge of the sources and doctrines of the UK constitution and how these affect its operation.
L2.
Understand the relationship between the United Kingdom Government, the Scottish Government, and other aspects of the devolution settlement.
L3.
Understand the legislative processes of the legislatures within the United Kingdom.
L4.
Utilise learning resources, including electronic resources, to acquire knowledge and understanding of the law
L5.
Apply legal principles to propose solutions relating to constitutional law problems. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 7.
Understanding of the UK constitution.
Understanding of the role and powers of the UK and Scottish Parliaments, and their respective relationship.
Demonstrating an awareness of the evolving nature of Scots public law.
Understanding the nature of the legislative process within the United Kingdom.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Demonstrating knowledge of a range of major concepts, values, principles and rules of Public Law.
Identifying and using primary and secondary legal sources.
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| Generic Cognitive skills |
SCQF Level 7.
Using basic and routine legal skills, techniques, practices and materials.
Practicing these in both routine and non-routine contexts
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| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Utilising a wide range of skills, including the use of information and communications technology, for the gathering, basic analysis and presentation of routine legal information, ideas and concepts.
Conveying complex ideas in well structured and coherent form.
Using a range of forms of communication effectively in both familiar and new contexts.
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| Autonomy, Accountability and Working with others |
SCQF Level 7.
Exercising initiative and independence in carrying out defined activities independently or as part of a team under guidance.
Identifying, reflecting upon and addressing personal learning needs.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| This module is a hybrid module using a combination of online work and some in person workshops where group work and collaborative learning are encouraged. These sessions are supplemented by a range of on-line activities including engagement with video resources, on-line reading, and on-line quizes. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 10 |
| Tutorial/Synchronous Support Activity | 8 |
| Independent Study | 82 |
| 100
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
McFadzean, D & McFadden, J, Public Law (2nd Ed, EUP, 2016)*
Bradley, A & Ewing, K, Constitutional and Administrative Law (17th ed, Pearson, 2018)*
McFadden, J & Lazarowicz, M, The Scottish Parliament: An Introduction (5th Ed, Tottel 2018)*
Reid, P, Public Law (3rd Ed, Sweet & Maxwell, 2015)*
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Accounting, Finance and Law |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Accounting, Finance & Law |
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| Moderator | C Gray |
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| External Examiner | M Hussain |
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| Accreditation Details | |
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| Version Number | 1.04 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Critical essay worth 70% of the overall mark. |
| Multiple choice on-line test worth 30% of the overall mark. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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The Equality, Diversity and Human Rights policy underpins student engagement. We aim to make UWS a fair and equal place to study an institution which addresses specific issues covering all aspects of equality, diversity and human rights. Where required module assessment will be adapted to meet student requirements.
http://www.uws.ac.uk/equality/
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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