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Session: 2022/23
Last modified: 31/03/2022 15:59:24
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Title of Module: Tribunal Skills |
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Code: LAWW09031 |
SCQF Level: 9
(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 run for 12 weeks with the aim of introducing to the Social Security Appeal process and system in the UK. Students will be given the opportunity to prepare a mandatory consideration for a case study and provide representation at a mock Tribunal hearing for the disability benefit Personal Independent Payment. This module will provide students with practical legal advocacy skills which
This module will cover the key topics:
Introduction to Personal Independent Payment benefit
Challenging and appealing decisions
Collecting evidence
Planning legal arguments
Preparing a submission for the tribunal hearing
Tribunal practice and procedure
Participation in the Mock Tribunal hearing
- Students will acquire knowledge of the basic tenets of successful advocacy.
- Students will develop several key transferable skills, including independent research; critical analysis; and oral and written contentious debate and presentation, in the context of welfare law, emphasising the use of primary sources.
- Student employability will be enhanced by the development of these skills, especially in relation to students who wish to pursue a career involving litigation, court advocacy, diplomacy or Welfare Rights.
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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 an understanding of the basic tenets of Tribunal advocacy
L2.
Construct a convincing legal argument on a contentious issue, using focused legal research and syllogistic analysis to support the submissions.
L3.
Present oral submissions in the style of a representative in a Social Security Tribunal hearing. |
| 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 9.
Understanding the main principles of social security appeal process;
Identifying, analysing and putting into context current case law for disability benefits. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Interpreting and explaining legal concepts;
Retrieving, interpreting and manipulating primary and secondary information from a variety of sources including electronic sources |
| Generic Cognitive skills |
SCQF Level 9.
Giving reasoned opinions, identifying flaws in arguments and discriminating between the legally relevant and irrelevant.
Bringing together information from a variety of primary and secondary legal sources. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Communicating effectively and appropriately in speech and writing;
Interpreting complex primary legal materials.
Making effective use of information retrieval systems and using information technology applications to present documents in an appropriate form. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercising and applying appropriate learning and research skills with minimum supervision. |
| 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 will be delivered by means of twelve interactive tutorials lasting two hours, these will be
supported by way of 12 interactive lecturers. The tutorials are intended to enable students to develop their
skills in critical thinking, analysis, legal reasoning and the development of legal argument and advocacy. Students are expected to prepare fully in advance of each weekly tutorial and will be expected to present to the class in a number of ways throughout the module, 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:
CPAG Winning your benefit appeal – What you need to know (4th edition, CPAG)
CPAG Personal Independence Payment: What you need to know (3rd edition, CPAG)
Neil Bateman Practising Welfare Rights (Routledge, 2005)
Other essential resources, such as journal articles and online resources will be identified at the beginning of
each delivery in the module handbook and 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:
For the purposes of this module, academic engagement equates to the following: 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 | 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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| case study for mandatory reconsideration worth 20% |
| Mock Tribunal hearing worth 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.
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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