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Session: 2022/23
Last modified: 30/03/2022 18:52:02
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Title of Module: Legal Advocacy Skills 2 |
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Code: LAWW08026 |
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: | Susannah
Paul |
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| Summary of Module |
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Legal Advocacy Skills 2 aims to build on the skills students developed in Level 7 Legal Advocacy Skills.
Students will develop important professional skills through practical workshops. The module will support student’s development a range of oral and written advocacy skills that can be used in a range of legal contexts. The module will allow students to develop effective and professional legal voices allowing students to understand the professional expectations of a variety of legal settings: including court room advocacy and tribunal representation.
Students will also develop other essential skills for lawyers such as interviewing clients and adopting effective and professional styles of communication.
Students will be expected to work independently and in groups.
The module will utilise a variety of teaching methods and materials. Students will be expected to learn, primarily, through engagement with pre-class materials, preparation of pre-class oral presentations or assignments and active engagement in practical workshops.
Students will be required for assessment purposes to compete in a moot.
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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.
Identify, source and apply relevant legal principles and rules to practical problems.
L2.
Demonstrate the ability to develop and deliver legal arguments orally.
L3.
Develop effective and professional communication. |
| 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.
Understand the different approaches to the presentation of legal arguments in different settings.
Demonstrate an ability to produce oral work suitable for a variety of different audiences.
Demonstrate an understanding of the key skills required for successful oral presentations. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Identifying and using primary and secondary legal sources.
Demonstrating an ability to source, read, and interpret statutory material.
Demonstrating an ability to source, read and interpret complex legal judgements.
Demonstrate an ability to deliver a complex set of ideas and legal arguments to different sets of audiences. |
| Generic Cognitive skills |
SCQF Level 8.
Developing arguments and delivering these orally.
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| Communication, ICT and Numeracy Skills |
SCQF Level 8.
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 |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
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. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
LAWW07016
| Module Title:
Legal Advocacy Skills
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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 course will run as 6 x 2-hour seminars which will run over 12 weeks. Students will be expected to work in groups to prepare oral presentations in advance of class and work in pairs and in groups |
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 | 12 |
| Asynchronous Class Activity | 24 |
| 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:
Hill, J. (2021) 'The Practical Guide to Mooting', Second Edition, 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:
In line with the Academic Engagement and Attendance 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 Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure
For the purposes of this module, academic engagement equates to the following:
Students are required to attend scheduled teaching sessions and engage with the Virtual Learning Environment, and engage in assessment, lack of which could result in the student being referred to the Engagement Panel, and could prevent student progression, and ultimately successful degree completion. |
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Supplemental Information
| Programme Board | Accounting, Finance and Law |
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| Assessment Results (Pass/Fail) |
Yes
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| Subject Panel | Accounting, Finance and Law |
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| Moderator | Dr Samuel White |
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| External Examiner | |
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| Accreditation Details | |
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| Version Number | 1 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Oral Presentation worth 100% |
(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
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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