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Session: 2022/23
Last modified: 31/03/2022 15:43:56
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Title of Module: Welfare Rights |
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Code: LAWW08028 |
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: | Mhairi
Campbell |
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| Summary of Module |
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This module will be delivered over 12 weeks aiming to introduce students to the legal developments of the Welfare State and the benefit provisions within the UK, with an emphasis on key radical change for citizens. There will be an explanation of specific credits and benefits available to citizens which will be analysed alongside the recent upheaval of the social security system. Throughout the module there will be an exploration of access to justice implications in relation to Welfare Rights concerns.
The module will cover the following key topics:
Welfare Law History
Development of the legal Institutions in the creation of the Welfare State
Tribunals and Courts
Universal Credit: Creation and Policy
Means Test: Law and Policy
Transitional benefits
How people with illness and disabilities have been treated within Welfare Law
Social Security Devolved Powers to Scotland
- To provide an understanding of selected areas of Welfare Law in the UK
- To allow students to engage in contemporary debates surrounding Welfare Rights and Access to Justice.
- To enable students to develop their knowledge and awareness of current Welfare Rights issues.
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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.
To demonstrate an understanding of the legal principles underpinning Welfare Law and Policy.
L2.
Critically evaluate debates applying to the welfare system and access to justice.
L3.
Explain and analyse the legal structures of specific benefits within the Welfare System.
L4.
Independently utilise learning resources, including electronic resources, to acquire knowledge and understanding of Welfare 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 Welfare law
Demonstrating an awareness of the development of the Welfare State and Law.
Understanding the relevance of other laws from other jurisdictions where appropriate |
| 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.
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:
LAWW07017
LAWW07019
LAWW07020
| Module Title:
Legal Systems
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Public Law I
Public Law II
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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 twelve interactive seminars lasting two hours, these will be
supported by way of pre-recorded lectures. These seminars are intended to enable students to develop their
skills in critical thinking, analysis and reasoning. Students are expected to prepare fully in advance of each
weekly seminar and will be expected to present to the class in a number of ways at times during the trimester,
individually 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 | 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:
Jane Millar and Roy Sainsbury, Understanding social security (3rd edn, Policy Press, 2018)
Child Poverty Action Group, Welfare Benefits and Tax Credits Handbook 2022/23 (24th Edition, 2022, CPAG)
Department of Work and Pensions https://www.gov.uk/government/organisations/department-for-work-pensions
Other essential resources, such as journal articles and online resources will be identified at the beginning of each delivery in the module handbook made available via the VLE.
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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 to Tutorials, completion of activities on the VLE, participation in class presentations and submission of 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 | AFL |
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| Moderator | Dale McFadzean |
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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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| Group Presentation 20% |
| Critical Essay 80% |
(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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