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Session: 2022/23
Last modified: 13/04/2021 12:09:24
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Title of Module: Equality Law |
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Code: LAWW10015 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Dr Carolynn
Gray |
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| Summary of Module |
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This module will explore contemporary Equality Law. It is intended that the module will give a broad overview of this complex area of law while providing students with an in depth understanding of the Equality Act 2010 and other UK and European equality and discrimination legislation and regulation. Where appropriate students will consider UK Equality Law in an international context through comparison with non-EU jurisdictions such as Canada and the USA. Students are expected to take a critical approach to Equality Law in this module and will be expected to contribute to discussion on a weekly basis. Within this module students will explore the following topics:
The protection against discrimination contained in EU Law
The history of protection against discrimination in the UK
Protection against discrimination in the Human Rights Act 1998
The Equality Act 2010 encompasing the protection against discrimination on the basis of:
- age
- disability
- gender reassignment
- marriage and civil partnership
- race
- religion or belief
- sex
- sexual orientation
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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.
Acquire knowledge and understanding of the principles of law in relation to equality
L2.
Appreciate the importance of social context in relation to equality law
L3.
Identify and apply principles to analyse legal issues and propose solutions to legal problems which arise in relation to equality law
L4.
Utilise learning resources including electronic resources to acquire knowledge and understanding of equality law |
| 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 10.
understanding the ways in which UK and EU Equality Law has developed;
understanding the main principles of UK and EU Equality Law;
Maintaining currency of EU and UK Equality Law;
Understanding the cultural aspects of Equality Law;
Evaluating the effectiveness of Equality Law in relation to its defined purpose |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Interpreting, analysing and explaining complex legal concepts;
Retrieving, interpreting and manipulating primary and secondary information from a variety of sources including electronic sources. |
| Generic Cognitive skills |
SCQF Level 10.
Giving reasoned opinions, identifying flaws in arguments and discriminating between the legally relevant and irrelevant.
Bringing together information from a variety of sources, including academic research publications. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Communicating effectively and appropriately in speech and writing.
Interpreting complex primary materials.
Making effective use of information retrieval systems and use information technology applications to present documents in an appropriate form. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Working effectively, together with others in groups or teams, taking a leadership role where appropriate.
Systematically identifying and addressing their own learning needs both in current and in new areas, making use of research primary legal source materials as appropriate. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
LAWW09015
| Module Title:
Law of Employment
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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 will be delivered by means of interactive seminars. These seminars are intended to enable students to develop their skills in critical thinking, analysis and reasoning. Students will prepare in advance of each weekly seminar and will be expected to informally present to the class at times during the trimester. |
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) |
| Tutorial/Synchronous Support Activity | 36 |
| Independent Study | 164 |
| 200
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:
K Monaghan 'Monaghan on Equality Law' (2nd ed, 2013, Oxford University Press)
European Union Agency for Fundamental Rights, Handbook on European non-discrimination Law (2010, Council of Europe) http://fra.europa.eu/sites/default/files/fra_uploads/1510-FRA-CASE-LAW-HANDBOOK_EN.pdf
B Hepple, Equality: the Legal Framework (2014, Hart Publishing, Oxford)
J Wadham et al (eds) 'Blackstone's Guide to the Equality Act 2010' (3rd ed, 2016, Oxford University Press)
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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
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Attendance at seminars, completion of activities on the VLE, participation in class discussions. |
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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 | Dale McFadzean |
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| External Examiner | S Wood |
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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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| The module will be assessed by means of a seen open book exam worth 100% of the overall module mark. Formative assessment will be carried out informally through participation in weekly discussions. |
(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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