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Session: 2022/23
Last modified: 22/06/2022 15:40:02
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Title of Module: Scots Private Law 3: Family |
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Code: LAWW08027 |
SCQF Level: 8
(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 Scots family law while placing these laws in their wider UK and global perspectie when apprioriate. It is intended that the module will give a broad overview of this complex area of law. In this module we will be considering the various relationships which make up families and the legal obligations arising from such relationships. We will be examining the parent/child relationship, the spousal relationship and relationships between civil partners and cohabitants. Specifically we will be considering:
- the acquisition of legal personality and children’s rights and capacities to make decisions;
- the laws determining parentage, and parental rights/responsibilities;
- international aspects of family law, for example the enforceability of court decisions in other jurisdictions
- marriage, civil partnership, and cohabitation, and their legal obligations;
- the end of relationships, including division of property, the occupation of the matrimonial home and financial provision.
The module will adopt a blended means of delivery whereby students will be exptected to watch pre-recorded video lectures in their own time prior to attending face-to-face tutorials. Tutorials will be delivered weekly covering all of the topics. Students are expected to prepare for the workshops through watching the relevant video lectures and completing the required reading. In the workshops students will then, in groups and individually, complete various problem solving activities and engage in critical debate on the topics being explored.
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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 law in relation to the acquisition of legal personality
L2.
Demonstrate knowledge and understanding of Scots Family Law in relation to adult relationships, including the formation, consequences of, and termination of these relationships.
L3.
Demonstrate knowledge and understanding of Scots Family Law in relation to the parent/child relationship, including the formation, consequences of, and termination of these relationships
L4.
Demonstrate knowledge and understanding of key international conventions and their impact on Scots Family Law.
L5.
Identify and apply principles to analyse legal issues and propose solutions to legal problems which arise in relation to Family 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 8.
Understanding concepts of Scots family law
Demonstrating an awareness of the development of Scots family law
Understanding the relevance of other laws from other jurisdictions |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Using professional level legal skills, techniques, practices and materials to give reasoned opinions.
Bringing together information from a variety of sources, including textbooks, case law and legislation
Practicing these in relation to professional level problems and issues. |
| Generic Cognitive skills |
SCQF Level 8.
Critically analysing and evaluating complex legal concepts and information;
Evaluating evidence based solutions/responses to defined and/or routine legal problems
Using a range of approaches to formulate evidence-based solutions in contexts where the scope of the task and the criteria for decisions are well-defined. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Application of numerical skills to determine financial provision on divorce
Using a range of routine legal skills and techniques in complex situations |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Exercising autonomy and initiative in some activities with appropriate guidance
Systematically identifying, reflecting upon and addressing personal learning needs in current areas |
| 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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| The module will be delivered by means of pre-recorded video lectures providing overviews of the law in relation to the topics being explored and face-to-face to face tutorials in which the law will be discussed and applied to real-life scenarios. Students are expected to watch the video lectures in advance of tutorials and to consider their response to the tutorial material prior to attending. The purpose of this approach is to spend the majority of contact time engaged in practical, active learning. There will be no formal face-to-face lectures. |
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 | 24 |
| Asynchronous Class Activity | 12 |
| 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 Macfarlane Thomson's Family Law in Scotland (2022, forthcoming) Bloomsbury Publishing.
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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 and participation in the weekly two hour workshops, engagement with the pre-recorded video lessons, engagement with asynchronous activities on the VLE, submission of the assessments |
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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 and Law |
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| Moderator | Dale McFadzean |
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| External Examiner | TBD |
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| Accreditation Details | N/A |
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| Version Number | 1 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Class Test worth 15% |
| Class Test worth 15% |
| Case Study worth 70% |
(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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