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Session: 2022/23
Last modified: 30/03/2022 18:46:29
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Title of Module: Advanced Public Law |
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Code: LAWW10024 |
SCQF Level: 10
(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 Samuel
White |
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| Summary of Module |
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This module provides an opportunity to develop an in-depth understanding of issues of public law in the UK.
You will examine six contemporary issues of UK public law in depth - for example, questions about constitutional codification, human rights protection, and parliamentary sovereignty. The module aims not only to ensure that you understand the core legal aspects of these questions but also that you can apply the law to these current debates. Beyond this, the module is designed to ensure that you develop skills which will be useful outside the classroom such as confidence in public speaking, analysis of complex issues and the ability to engage with and discuss conceptually challenging topics.
This module is developed in accordance with the UWS Graduate Attributes and will allow you to develop the range of skills, qualities and abilities which will prepare you for success both outwith university and beyond your period of study at UWS. This module will help develop academic skills such as gaining knowledge, being a critical thinker, being analytical, being a problem solver, being digitally literate and being an autonomous learner. The module also helps to develop many of the personal and professional attributes found at https://www.uws.ac.uk/current-tudents/your-graduate-attributes
- To provide an in-depth understanding of selected aspects of UK public law.
- To allow students to engage with contemporary debates in public law in the UK.
- To enable students to develop their knowledge and awareness of current public law 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.
Acquire knowledge and understanding of contemporary issues in UK public law.
L2.
Critically evaluate current debates in public law in the UK.
L3.
Identify and apply principles of UK public law to current issues of debate and develop critical thinking skills in this area.
L4.
Independently utilise learning resources, including electronic resources, to acquire knowledge and understanding of UK public 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 10.
Understanding current issues in UK public law in-depth;
Knowledge of key ideologies and debates in UK public law; and
Evaluating the future of UK public law. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Interpreting, analysing and explaining complex legal concepts; and
Retrieving, interpreting and employing primary and secondary information from a variety of sources including electronic sources. |
| Generic Cognitive skills |
SCQF Level 10.
Giving reasoned opinions, identifying flaws in arguments and discriminating between the legally relevant and irrelevant; and
Bringing together information from a variety of sources, including academic research publications. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Communicating effectively and appropriately in speech and writing;
Interpreting complex primary materials; and
Making effective use of information retrieval systems and use information technology applications to present documents in an appropriate form. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Working effectively, together with others in groups or teams, taking a leadership role where appropriate; and
Systematically identifying and addressing their own learning needs both in current and in new areas, making use of research primary legal source materials as appropriate. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
LAWW07019
LAWW07020
| Module Title:
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 six 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) |
| Asynchronous Class Activity | 6 |
| Tutorial/Synchronous Support Activity | 24 |
| Independent Study | 170 |
| 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:
J Jowell and C O'Cinneide, The Changing Constitution (9th edn, Oxford University Press 2019)
P Leyland, The Constitution of the United Kingdom (4th edn, Hart 2021)
J Stanton and C Prescott, Public Law (3rd edn, Oxford University Press 2022)
BC Jones, Constitutional Idolatry and Democracy (Edward Elgar 2020)
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:
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: 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.
For the purposes of this module, academic engagement equates to the following: Attendance at seminars, completion of activities on the VLE, participation in class discussions. |
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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 | |
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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 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.
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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