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Session: 2022/23
Last modified: 22/06/2022 15:48:59
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Title of Module: Legal Project |
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Code: LAWW09029 |
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: | Dale
McFadzean |
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| Summary of Module |
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The purpose of this module is to enable students to develop their critical writing skills ahead of the Dissertation module in Honours year. In addition, students who opt not to enter Honours year will have gained experience in completing a substantial piece of indenpendent written work thus enhancing their employability skills. Students will, following initial discussions with a member of staff, select a legal topic on which to write a 3,000 word critical essay. The choice of essay is largely to be determined by the student and staff input is solely around aiding the student to clarify the topic of their project. Students will then work independently on their essay however support will be available on general writing skills such as structure, clarity of thought and writing etc. Students will be expected to also produce a reflection on their experiences of working independently.
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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.
work independently to produce a substantial piece of written work
L2.
clearly communicate complex legal arguments in writing
L3.
critically analyse a chosen legal topic
L4.
utilise industry standard referencing systems and industry standard databases to find source material
L5.
reflect on experiences of working independently including identifying and addressing challenges faced |
| 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.
Demonstrating in-depth study of a topic of the student's own choosing. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Using knowledge and understanding of the law, and legal skills, to critically evaluate and formulate evidence-based arguments in an area of law of the student's own choosing.
Interpreting and explaining legal concepts.
Retrieving, interpreting, and manipulating primary and secondary legal information from a variety of sources including electronic sources. |
| Generic Cognitive skills |
SCQF Level 9.
Bringing together information from a variety of sources, including academic research publications.
Making critical judgments of the merits of particular arguments, presenting and making a reasoned choice between alternative solutions. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Communicating effectively and appropriately in writing.
Interpreting complex primary and secondary legal materials.
Making effective use of legal information retrieval systems nad using information technology applications to present legal information in an appropriate form. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercising and applying appropriate learning and research skills with minimum supervision.
Working effectively on one's own.
Systematically identifying and addressing one's own learning needs in the context of the project being undertaken. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
LAWW09002
| Module Title:
Legal Research Methods
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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 is largely based around independent study. Students will enhance their critical thinking skills, skills in retrieving and analysing legal materials, and their writing skills through the completion of a piece of written work. Staff will be available to support students in terms of general skills but will not develop the student's substantive project. There will be one general seminar during which those undertaking this module will be introduced to the requirements of the module and then students will be allocated a member of staff whom he or she can contact should any problems arise. |
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:
L Webley 'Legal Writing' (Routledge, London, 2016)
M Salter and J Mason 'Writing Law Dissertations' (Longman, 2007)
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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 timetabled workshops, 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 | Accounting Finance and Law |
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| Moderator | Dr Samuel White |
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| External Examiner | TBD |
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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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| Essay worth 80% |
| Reflection on experience worth 20% |
(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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