Learning Outcomes: Cognitive Skills
On the completion of this course successful students will be able to: |
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Identify specialist and field wide knowledge sources and data.
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Teaching/Learning Methods and Strategies
Cognitive skills will be taught through small group seminars. Student participation will be essential for these. Skills will be developed and enhanced through independent study and through individual and group interactions with staff members in both structured and unstructured formats.
Students will receive feedback in the seminars on the accuracy of their arguments and legal reasoning. This enables students to evaluate their own knowledge and understanding, as well as that of others. Following this students will engage in further independent research and advanced study, often in coordination with an assigned supervisor or a part of a peer group team.
Methods of Assessment
Many of the methods of assessment will be unique to this programme and will involve the students undertaking an array of tasks:
a. There will be several oral components that require students to draw upon knowledge from across the field of law and construct independent and creative arguments including:
i. Oral exam (Constitutional Law)
ii. Oral exam following the OSCE model (Legal Method)
iii. Client counselling session (Criminal Law)
iv. Article viva (Equity)
v. Presentation (EU Law and Research Methodologies)
vi. Aappellate brief (Contract Law)
b. Written assignments are equally innovative and will assist students in developing a wide array of cognitive abilities. These will include:
i. Poster presentation and a judgment (Property)
ii. Appellate briefs (Contract and Property)
iii. Literature reviews (Research Design and Research Methodologies)
iv. Case notes (Equity and Criminal Law)
c. Autonomy is a key feature of our proposed approach to assessment. Students will be expected to identify their preferred areas of research, to select their essay topics, and to carry out independent investigation in furtherance of their tasks. While demanding, this approach is in keeping with the expectations of a doctoral programme, ensuring that graduates enjoy an array of opportunities to:
i. Think independently
ii. Develop original contributions in pursuit of their degree.
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Manage creatively field wide knowledge in an independent manner
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Teaching/Learning Methods and Strategies
Cognitive skills will be taught through small group seminars. Student participation will be essential for these. Skills will be developed and enhanced through independent study and through individual and group interactions with staff members in both structured and unstructured formats.
Students will receive feedback in the seminars on the accuracy of their arguments and legal reasoning. This enables students to evaluate their own knowledge and understanding, as well as that of others. Following this students will engage in further independent research and advanced study, often in coordination with an assigned supervisor or a part of a peer group team.
Methods of Assessment
Many of the methods of assessment will be unique to this programme and will involve the students undertaking an array of tasks:
a. There will be several oral components that require students to draw upon knowledge from across the field of law and construct independent and creative arguments including:
i. Oral exam (Constitutional Law)
ii. Oral exam following the OSCE model (Legal Method)
iii. Client counselling session (Criminal Law)
iv. Article viva (Equity)
v. Presentation (EU Law and Research Methodologies)
vi. Aappellate brief (Contract Law)
b. Written assignments are equally innovative and will assist students in developing a wide array of cognitive abilities. These will include:
i. Poster presentation and a judgment (Property)
ii. Appellate briefs (Contract and Property)
iii. Literature reviews (Research Design and Research Methodologies)
iv. Case notes (Equity and Criminal Law)
c. Autonomy is a key feature of our proposed approach to assessment. Students will be expected to identify their preferred areas of research, to select their essay topics, and to carry out independent investigation in furtherance of their tasks. While demanding, this approach is in keeping with the expectations of a doctoral programme, ensuring that graduates enjoy an array of opportunities to:
i. Think independently
ii. Develop original contributions in pursuit of their degree.
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Identify, understand, interpret and evaluate relevant subject-specific arguments made by others
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Teaching/Learning Methods and Strategies
Cognitive skills will be taught through small group seminars. Student participation will be essential for these. Skills will be developed and enhanced through independent study and through individual and group interactions with staff members in both structured and unstructured formats.
Students will receive feedback in the seminars on the accuracy of their arguments and legal reasoning. This enables students to evaluate their own knowledge and understanding, as well as that of others. Following this students will engage in further independent research and advanced study, often in coordination with an assigned supervisor or a part of a peer group team.
Methods of Assessment
Many of the methods of assessment will be unique to this programme and will involve the students undertaking an array of tasks:
a. There will be several oral components that require students to draw upon knowledge from across the field of law and construct independent and creative arguments including:
i. Oral exam (Constitutional Law)
ii. Oral exam following the OSCE model (Legal Method)
iii. Client counselling session (Criminal Law)
iv. Article viva (Equity)
v. Presentation (EU Law and Research Methodologies)
vi. Aappellate brief (Contract Law)
b. Written assignments are equally innovative and will assist students in developing a wide array of cognitive abilities. These will include:
i. Poster presentation and a judgment (Property)
ii. Appellate briefs (Contract and Property)
iii. Literature reviews (Research Design and Research Methodologies)
iv. Case notes (Equity and Criminal Law)
c. Autonomy is a key feature of our proposed approach to assessment. Students will be expected to identify their preferred areas of research, to select their essay topics, and to carry out independent investigation in furtherance of their tasks. While demanding, this approach is in keeping with the expectations of a doctoral programme, ensuring that graduates enjoy an array of opportunities to:
i. Think independently
ii. Develop original contributions in pursuit of their degree.
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Construct independent arguments and new knowledge through original research and advanced scholarship.
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Teaching/Learning Methods and Strategies
Cognitive skills will be taught through small group seminars. Student participation will be essential for these. Skills will be developed and enhanced through independent study and through individual and group interactions with staff members in both structured and unstructured formats.
Students will receive feedback in the seminars on the accuracy of their arguments and legal reasoning. This enables students to evaluate their own knowledge and understanding, as well as that of others. Following this students will engage in further independent research and advanced study, often in coordination with an assigned supervisor or a part of a peer group team.
Methods of Assessment
Many of the methods of assessment will be unique to this programme and will involve the students undertaking an array of tasks:
a. There will be several oral components that require students to draw upon knowledge from across the field of law and construct independent and creative arguments including:
i. Oral exam (Constitutional Law)
ii. Oral exam following the OSCE model (Legal Method)
iii. Client counselling session (Criminal Law)
iv. Article viva (Equity)
v. Presentation (EU Law and Research Methodologies)
vi. Aappellate brief (Contract Law)
b. Written assignments are equally innovative and will assist students in developing a wide array of cognitive abilities. These will include:
i. Poster presentation and a judgment (Property)
ii. Appellate briefs (Contract and Property)
iii. Literature reviews (Research Design and Research Methodologies)
iv. Case notes (Equity and Criminal Law)
c. Autonomy is a key feature of our proposed approach to assessment. Students will be expected to identify their preferred areas of research, to select their essay topics, and to carry out independent investigation in furtherance of their tasks. While demanding, this approach is in keeping with the expectations of a doctoral programme, ensuring that graduates enjoy an array of opportunities to:
i. Think independently
ii. Develop original contributions in pursuit of their degree.
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Think critically and construct their own positions in relation to existing and ongoing debates in the field
Conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of critical feedback and or new developments.
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Teaching/Learning Methods and Strategies
Cognitive skills will be taught through small group seminars. Student participation will be essential for these. Skills will be developed and enhanced through independent study and through individual and group interactions with staff members in both structured and unstructured formats.
Students will receive feedback in the seminars on the accuracy of their arguments and legal reasoning. This enables students to evaluate their own knowledge and understanding, as well as that of others. Following this students will engage in further independent research and advanced study, often in coordination with an assigned supervisor or a part of a peer group team.
Methods of Assessment
Many of the methods of assessment will be unique to this programme and will involve the students undertaking an array of tasks:
a. There will be several oral components that require students to draw upon knowledge from across the field of law and construct independent and creative arguments including:
i. Oral exam (Constitutional Law)
ii. Oral exam following the OSCE model (Legal Method)
iii. Client counselling session (Criminal Law)
iv. Article viva (Equity)
v. Presentation (EU Law and Research Methodologies)
vi. Aappellate brief (Contract Law)
b. Written assignments are equally innovative and will assist students in developing a wide array of cognitive abilities. These will include:
i. Poster presentation and a judgment (Property)
ii. Appellate briefs (Contract and Property)
iii. Literature reviews (Research Design and Research Methodologies)
iv. Case notes (Equity and Criminal Law)
c. Autonomy is a key feature of our proposed approach to assessment. Students will be expected to identify their preferred areas of research, to select their essay topics, and to carry out independent investigation in furtherance of their tasks. While demanding, this approach is in keeping with the expectations of a doctoral programme, ensuring that graduates enjoy an array of opportunities to:
i. Think independently
ii. Develop original contributions in pursuit of their degree.
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Organise large amounts of complex and sometimes incomplete information and identify, evaluate and analyse the key features of the material
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Teaching/Learning Methods and Strategies
Cognitive skills will be taught through small group seminars. Student participation will be essential for these. Skills will be developed and enhanced through independent study and through individual and group interactions with staff members in both structured and unstructured formats.
Students will receive feedback in the seminars on the accuracy of their arguments and legal reasoning. This enables students to evaluate their own knowledge and understanding, as well as that of others. Following this students will engage in further independent research and advanced study, often in coordination with an assigned supervisor or a part of a peer group team.
Methods of Assessment
Many of the methods of assessment will be unique to this programme and will involve the students undertaking an array of tasks:
a. There will be several oral components that require students to draw upon knowledge from across the field of law and construct independent and creative arguments including:
i. Oral exam (Constitutional Law)
ii. Oral exam following the OSCE model (Legal Method)
iii. Client counselling session (Criminal Law)
iv. Article viva (Equity)
v. Presentation (EU Law and Research Methodologies)
vi. Aappellate brief (Contract Law)
b. Written assignments are equally innovative and will assist students in developing a wide array of cognitive abilities. These will include:
i. Poster presentation and a judgment (Property)
ii. Appellate briefs (Contract and Property)
iii. Literature reviews (Research Design and Research Methodologies)
iv. Case notes (Equity and Criminal Law)
c. Autonomy is a key feature of our proposed approach to assessment. Students will be expected to identify their preferred areas of research, to select their essay topics, and to carry out independent investigation in furtherance of their tasks. While demanding, this approach is in keeping with the expectations of a doctoral programme, ensuring that graduates enjoy an array of opportunities to:
i. Think independently
ii. Develop original contributions in pursuit of their degree.
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Use evidence to develop a clear and logical argument and use information effectively in a direct and appropriate way
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Teaching/Learning Methods and Strategies
Cognitive skills will be taught through small group seminars. Student participation will be essential for these. Skills will be developed and enhanced through independent study and through individual and group interactions with staff members in both structured and unstructured formats.
Students will receive feedback in the seminars on the accuracy of their arguments and legal reasoning. This enables students to evaluate their own knowledge and understanding, as well as that of others. Following this students will engage in further independent research and advanced study, often in coordination with an assigned supervisor or a part of a peer group team.
Methods of Assessment
Many of the methods of assessment will be unique to this programme and will involve the students undertaking an array of tasks:
a. There will be several oral components that require students to draw upon knowledge from across the field of law and construct independent and creative arguments including:
i. Oral exam (Constitutional Law)
ii. Oral exam following the OSCE model (Legal Method)
iii. Client counselling session (Criminal Law)
iv. Article viva (Equity)
v. Presentation (EU Law and Research Methodologies)
vi. Aappellate brief (Contract Law)
b. Written assignments are equally innovative and will assist students in developing a wide array of cognitive abilities. These will include:
i. Poster presentation and a judgment (Property)
ii. Appellate briefs (Contract and Property)
iii. Literature reviews (Research Design and Research Methodologies)
iv. Case notes (Equity and Criminal Law)
c. Autonomy is a key feature of our proposed approach to assessment. Students will be expected to identify their preferred areas of research, to select their essay topics, and to carry out independent investigation in furtherance of their tasks. While demanding, this approach is in keeping with the expectations of a doctoral programme, ensuring that graduates enjoy an array of opportunities to:
i. Think independently
ii. Develop original contributions in pursuit of their degree.
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Learning Outcomes: Transferable Skills
On the completion of this course successful students will be able to: |
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Inform in oral delivery, persuade and convince both specialist and non-specialist audiences.
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Teaching/Learning Methods and Strategies
Verbal communication skills are developed through small group seminar teaching, in particular by means of formulating and responding to argument on complex legal hypotheticals. Written communication skills are developed through research papers, assembly of the research portfolio and the dissertation.
The process of independent study that underlines the entire programme of study, coupled with guidance and individual feedback on research papers, the research portfolio and the dissertation, facilitate the development of intellectual autonomy, self-direction and personal skills. The portfolio will additionally encourage students to reflect critically on their continuing personal and professional development in the context of profession rules of conduct.
Integrated research methodology and research ethics training is provided in the context of students developing independently produced work of a publishable standard. Peer review comments and supervisory input will enable students to reflect critically on their progress and development needs.
Problem-solving and teamwork skills are also developed through specific problem-based seminar exercises and projects that require independent research and collaboration amongst groups of students. General time-management and intellectual skills are augmented through the above learning and teaching methods. Use of the internet, QUB online information system (including information retrieval, email communication and document exchange) and word processing are fundamental elements of the entire learning and developmental experience.
Methods of Assessment
The assessments will place students in unfamiliar and unpredictable settings and require that they adapt to these.
a. They will be expected to draw upon the knowledge of law that has been developed throughout their modules and to be able to mobilise that knowledge on demand. Students will also be assessed in terms of how they react to a lack of knowledge on certain matters and how they react to the demands of the remaining situation.
b. Reflective and advocacy essays for EU Law, Constitutional and Administrative Law, and Research Design will provide students with opportunity to reflect independently on the progress they are making and to identify their career development needs.
c. This approach will ensure that students can thrive in a professional legal setting where demands are ad hoc and require much in the way of adaptability. As adaptability matures, students expand the opportunities before them, learning to comfortably navigate uncertain situations.
d. The ability to handle uncertain situations is critical for success both in legal practice and in legal academia and will be honed via:
i. Advocacy exercises (Contract, Property, and Criminal),
ii. Vivas (Equity and the dissertation),
iii. An oral exam following the OSCE model (Legal Method)
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Convey complex information and ideas clearly and succinctly
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Teaching/Learning Methods and Strategies
Verbal communication skills are developed through small group seminar teaching, in particular by means of formulating and responding to argument on complex legal hypotheticals. Written communication skills are developed through research papers, assembly of the research portfolio and the dissertation.
The process of independent study that underlines the entire programme of study, coupled with guidance and individual feedback on research papers, the research portfolio and the dissertation, facilitate the development of intellectual autonomy, self-direction and personal skills. The portfolio will additionally encourage students to reflect critically on their continuing personal and professional development in the context of profession rules of conduct.
Integrated research methodology and research ethics training is provided in the context of students developing independently produced work of a publishable standard. Peer review comments and supervisory input will enable students to reflect critically on their progress and development needs.
Problem-solving and teamwork skills are also developed through specific problem-based seminar exercises and projects that require independent research and collaboration amongst groups of students. General time-management and intellectual skills are augmented through the above learning and teaching methods. Use of the internet, QUB online information system (including information retrieval, email communication and document exchange) and word processing are fundamental elements of the entire learning and developmental experience
Methods of Assessment
The assessments will place students in unfamiliar and unpredictable settings and require that they adapt to these.
a. They will be expected to draw upon the knowledge of law that has been developed throughout their modules and to be able to mobilise that knowledge on demand. Students will also be assessed in terms of how they react to a lack of knowledge on certain matters and how they react to the demands of the remaining situation.
b. Reflective and advocacy essays for EU Law, Constitutional and Administrative Law, and Research Design will provide students with opportunity to reflect independently on the progress they are making and to identify their career development needs.
c. This approach will ensure that students can thrive in a professional legal setting where demands are ad hoc and require much in the way of adaptability. As adaptability matures, students expand the opportunities before them, learning to comfortably navigate uncertain situations.
d. The ability to handle uncertain situations is critical for success both in legal practice and in legal academia and will be honed via:
i. Advocacy exercises (Contract, Property, and Criminal),
ii. Vivas (Equity and the dissertation),
iii. An oral exam following the OSCE model (Legal Method)
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Exercise personal responsibility and autonomous initiative in complex and unpredictable situations, in professional or equivalent environments.
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Teaching/Learning Methods and Strategies
Verbal communication skills are developed through small group seminar teaching, in particular by means of formulating and responding to argument on complex legal hypotheticals. Written communication skills are developed through research papers, assembly of the research portfolio and the dissertation.
The process of independent study that underlines the entire programme of study, coupled with guidance and individual feedback on research papers, the research portfolio and the dissertation, facilitate the development of intellectual autonomy, self-direction and personal skills. The portfolio will additionally encourage students to reflect critically on their continuing personal and professional development in the context of profession rules of conduct.
Integrated research methodology and research ethics training is provided in the context of students developing independently produced work of a publishable standard. Peer review comments and supervisory input will enable students to reflect critically on their progress and development needs.
Problem-solving and teamwork skills are also developed through specific problem-based seminar exercises and projects that require independent research and collaboration amongst groups of students. General time-management and intellectual skills are augmented through the above learning and teaching methods. Use of the internet, QUB online information system (including information retrieval, email communication and document exchange) and word processing are fundamental elements of the entire learning and developmental experience.
Methods of Assessment
The assessments will place students in unfamiliar and unpredictable settings and require that they adapt to these.
a. They will be expected to draw upon the knowledge of law that has been developed throughout their modules and to be able to mobilise that knowledge on demand. Students will also be assessed in terms of how they react to a lack of knowledge on certain matters and how they react to the demands of the remaining situation.
b. Reflective and advocacy essays for EU Law, Constitutional and Administrative Law, and Research Design will provide students with opportunity to reflect independently on the progress they are making and to identify their career development needs.
c. This approach will ensure that students can thrive in a professional legal setting where demands are ad hoc and require much in the way of adaptability. As adaptability matures, students expand the opportunities before them, learning to comfortably navigate uncertain situations.
d. The ability to handle uncertain situations is critical for success both in legal practice and in legal academia and will be honed via:
i. Advocacy exercises (Contract, Property, and Criminal),
ii. Vivas (Equity and the dissertation),
iii. An oral exam following the OSCE model (Legal Method)
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Recognise the importance of acting within appropriate governance structures while being sensitive to the demands of personal and professional responsibility
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Teaching/Learning Methods and Strategies
Verbal communication skills are developed through small group seminar teaching, in particular by means of formulating and responding to argument on complex legal hypotheticals. Written communication skills are developed through research papers, assembly of the research portfolio and the dissertation.
The process of independent study that underlines the entire programme of study, coupled with guidance and individual feedback on research papers, the research portfolio and the dissertation, facilitate the development of intellectual autonomy, self-direction and personal skills. The portfolio will additionally encourage students to reflect critically on their continuing personal and professional development in the context of profession rules of conduct.
Integrated research methodology and research ethics training is provided in the context of students developing independently produced work of a publishable standard. Peer review comments and supervisory input will enable students to reflect critically on their progress and development needs.
Problem-solving and teamwork skills are also developed through specific problem-based seminar exercises and projects that require independent research and collaboration amongst groups of students. General time-management and intellectual skills are augmented through the above learning and teaching methods. Use of the internet, QUB online information system (including information retrieval, email communication and document exchange) and word processing are fundamental elements of the entire learning and developmental experience.
Methods of Assessment
The assessments will place students in unfamiliar and unpredictable settings and require that they adapt to these.
a. They will be expected to draw upon the knowledge of law that has been developed throughout their modules and to be able to mobilise that knowledge on demand. Students will also be assessed in terms of how they react to a lack of knowledge on certain matters and how they react to the demands of the remaining situation.
b. Reflective and advocacy essays for EU Law, Constitutional and Administrative Law, and Research Design will provide students with opportunity to reflect independently on the progress they are making and to identify their career development needs.
c. This approach will ensure that students can thrive in a professional legal setting where demands are ad hoc and require much in the way of adaptability. As adaptability matures, students expand the opportunities before them, learning to comfortably navigate uncertain situations.
d. The ability to handle uncertain situations is critical for success both in legal practice and in legal academia and will be honed via:
i. Advocacy exercises (Contract, Property, and Criminal),
ii. Vivas (Equity and the dissertation),
iii. An oral exam following the OSCE model (Legal Method)
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Use information and communication technologies effectively and creatively
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Teaching/Learning Methods and Strategies
Verbal communication skills are developed through small group seminar teaching, in particular by means of formulating and responding to argument on complex legal hypotheticals. Written communication skills are developed through research papers, assembly of the research portfolio and the dissertation.
The process of independent study that underlines the entire programme of study, coupled with guidance and individual feedback on research papers, the research portfolio and the dissertation, facilitate the development of intellectual autonomy, self-direction and personal skills. The portfolio will additionally encourage students to reflect critically on their continuing personal and professional development in the context of profession rules of conduct.
Integrated research methodology and research ethics training is provided in the context of students developing independently produced work of a publishable standard. Peer review comments and supervisory input will enable students to reflect critically on their progress and development needs.
Problem-solving and teamwork skills are also developed through specific problem-based seminar exercises and projects that require independent research and collaboration amongst groups of students. General time-management and intellectual skills are augmented through the above learning and teaching methods. Use of the internet, QUB online information system (including information retrieval, email communication and document exchange) and word processing are fundamental elements of the entire learning and developmental experience.
Methods of Assessment
The assessments will place students in unfamiliar and unpredictable settings and require that they adapt to these.
a. They will be expected to draw upon the knowledge of law that has been developed throughout their modules and to be able to mobilise that knowledge on demand. Students will also be assessed in terms of how they react to a lack of knowledge on certain matters and how they react to the demands of the remaining situation.
b. Reflective and advocacy essays for EU Law, Constitutional and Administrative Law, and Research Design will provide students with opportunity to reflect independently on the progress they are making and to identify their career development needs.
c. This approach will ensure that students can thrive in a professional legal setting where demands are ad hoc and require much in the way of adaptability. As adaptability matures, students expand the opportunities before them, learning to comfortably navigate uncertain situations.
d. The ability to handle uncertain situations is critical for success both in legal practice and in legal academia and will be honed via:
i. Advocacy exercises (Contract, Property, and Criminal),
ii. Vivas (Equity and the dissertation),
iii. An oral exam following the OSCE model (Legal Method)
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Reflect independently on their progress and identify and act upon their own development needs with respect to life-long learning and career development
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Teaching/Learning Methods and Strategies
Verbal communication skills are developed through small group seminar teaching, in particular by means of formulating and responding to argument on complex legal hypotheticals. Written communication skills are developed through research papers, assembly of the research portfolio and the dissertation.
The process of independent study that underlines the entire programme of study, coupled with guidance and individual feedback on research papers, the research portfolio and the dissertation, facilitate the development of intellectual autonomy, self-direction and personal skills. The portfolio will additionally encourage students to reflect critically on their continuing personal and professional development in the context of profession rules of conduct.
Integrated research methodology and research ethics training is provided in the context of students developing independently produced work of a publishable standard. Peer review comments and supervisory input will enable students to reflect critically on their progress and development needs.
Problem-solving and teamwork skills are also developed through specific problem-based seminar exercises and projects that require independent research and collaboration amongst groups of students. General time-management and intellectual skills are augmented through the above learning and teaching methods. Use of the internet, QUB online information system (including information retrieval, email communication and document exchange) and word processing are fundamental elements of the entire learning and developmental experience.
Methods of Assessment
The assessments will place students in unfamiliar and unpredictable settings and require that they adapt to these.
a. They will be expected to draw upon the knowledge of law that has been developed throughout their modules and to be able to mobilise that knowledge on demand. Students will also be assessed in terms of how they react to a lack of knowledge on certain matters and how they react to the demands of the remaining situation.
b. Reflective and advocacy essays for EU Law, Constitutional and Administrative Law, and Research Design will provide students with opportunity to reflect independently on the progress they are making and to identify their career development needs.
c. This approach will ensure that students can thrive in a professional legal setting where demands are ad hoc and require much in the way of adaptability. As adaptability matures, students expand the opportunities before them, learning to comfortably navigate uncertain situations.
d. The ability to handle uncertain situations is critical for success both in legal practice and in legal academia and will be honed via:
i. Advocacy exercises (Contract, Property, and Criminal),
ii. Vivas (Equity and the dissertation),
iii. An oral exam following the OSCE model (Legal Method)
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Identify ethical demands and conflicts of interest and act in accordance with established codes of professional conduct
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Teaching/Learning Methods and Strategies
Verbal communication skills are developed through small group seminar teaching, in particular by means of formulating and responding to argument on complex legal hypotheticals. Written communication skills are developed through research papers, assembly of the research portfolio and the dissertation.
The process of independent study that underlines the entire programme of study, coupled with guidance and individual feedback on research papers, the research portfolio and the dissertation, facilitate the development of intellectual autonomy, self-direction and personal skills. The portfolio will additionally encourage students to reflect critically on their continuing personal and professional development in the context of profession rules of conduct.
Integrated research methodology and research ethics training is provided in the context of students developing independently produced work of a publishable standard. Peer review comments and supervisory input will enable students to reflect critically on their progress and development needs.
Problem-solving and teamwork skills are also developed through specific problem-based seminar exercises and projects that require independent research and collaboration amongst groups of students. General time-management and intellectual skills are augmented through the above learning and teaching methods. Use of the internet, QUB online information system (including information retrieval, email communication and document exchange) and word processing are fundamental elements of the entire learning and developmental experience.
Methods of Assessment
The assessments will place students in unfamiliar and unpredictable settings and require that they adapt to these.
a. They will be expected to draw upon the knowledge of law that has been developed throughout their modules and to be able to mobilise that knowledge on demand. Students will also be assessed in terms of how they react to a lack of knowledge on certain matters and how they react to the demands of the remaining situation.
b. Reflective and advocacy essays for EU Law, Constitutional and Administrative Law, and Research Design will provide students with opportunity to reflect independently on the progress they are making and to identify their career development needs.
c. This approach will ensure that students can thrive in a professional legal setting where demands are ad hoc and require much in the way of adaptability. As adaptability matures, students expand the opportunities before them, learning to comfortably navigate uncertain situations.
d. The ability to handle uncertain situations is critical for success both in legal practice and in legal academia and will be honed via:
i. Advocacy exercises (Contract, Property, and Criminal),
ii. Vivas (Equity and the dissertation),
iii. An oral exam following the OSCE model (Legal Method)
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Provide and respond effectively to peer review and feedback
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Teaching/Learning Methods and Strategies
Verbal communication skills are developed through small group seminar teaching, in particular by means of formulating and responding to argument on complex legal hypotheticals. Written communication skills are developed through research papers, assembly of the research portfolio and the dissertation.
The process of independent study that underlines the entire programme of study, coupled with guidance and individual feedback on research papers, the research portfolio and the dissertation, facilitate the development of intellectual autonomy, self-direction and personal skills. The portfolio will additionally encourage students to reflect critically on their continuing personal and professional development in the context of profession rules of conduct.
Integrated research methodology and research ethics training is provided in the context of students developing independently produced work of a publishable standard. Peer review comments and supervisory input will enable students to reflect critically on their progress and development needs.
Problem-solving and teamwork skills are also developed through specific problem-based seminar exercises and projects that require independent research and collaboration amongst groups of students. General time-management and intellectual skills are augmented through the above learning and teaching methods. Use of the internet, QUB online information system (including information retrieval, email communication and document exchange) and word processing are fundamental elements of the entire learning and developmental experience.
Methods of Assessment
The assessments will place students in unfamiliar and unpredictable settings and require that they adapt to these.
a. They will be expected to draw upon the knowledge of law that has been developed throughout their modules and to be able to mobilise that knowledge on demand. Students will also be assessed in terms of how they react to a lack of knowledge on certain matters and how they react to the demands of the remaining situation.
b. Reflective and advocacy essays for EU Law, Constitutional and Administrative Law, and Research Design will provide students with opportunity to reflect independently on the progress they are making and to identify their career development needs.
c. This approach will ensure that students can thrive in a professional legal setting where demands are ad hoc and require much in the way of adaptability. As adaptability matures, students expand the opportunities before them, learning to comfortably navigate uncertain situations.
d. The ability to handle uncertain situations is critical for success both in legal practice and in legal academia and will be honed via:
i. Advocacy exercises (Contract, Property, and Criminal),
ii. Vivas (Equity and the dissertation),
iii. An oral exam following the OSCE model (Legal Method)
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Think and argue creatively, in novel and enterprising ways, to display originality of thought and argument and clearly support arguments in innovative ways
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Teaching/Learning Methods and Strategies
Verbal communication skills are developed through small group seminar teaching, in particular by means of formulating and responding to argument on complex legal hypotheticals. Written communication skills are developed through research papers, assembly of the research portfolio and the dissertation.
The process of independent study that underlines the entire programme of study, coupled with guidance and individual feedback on research papers, the research portfolio and the dissertation, facilitate the development of intellectual autonomy, self-direction and personal skills. The portfolio will additionally encourage students to reflect critically on their continuing personal and professional development in the context of profession rules of conduct.
Integrated research methodology and research ethics training is provided in the context of students developing independently produced work of a publishable standard. Peer review comments and supervisory input will enable students to reflect critically on their progress and development needs.
Problem-solving and teamwork skills are also developed through specific problem-based seminar exercises and projects that require independent research and collaboration amongst groups of students. General time-management and intellectual skills are augmented through the above learning and teaching methods. Use of the internet, QUB online information system (including information retrieval, email communication and document exchange) and word processing are fundamental elements of the entire learning and developmental experience.
Methods of Assessment
The assessments will place students in unfamiliar and unpredictable settings and require that they adapt to these.
a. They will be expected to draw upon the knowledge of law that has been developed throughout their modules and to be able to mobilise that knowledge on demand. Students will also be assessed in terms of how they react to a lack of knowledge on certain matters and how they react to the demands of the remaining situation.
b. Reflective and advocacy essays for EU Law, Constitutional and Administrative Law, and Research Design will provide students with opportunity to reflect independently on the progress they are making and to identify their career development needs.
c. This approach will ensure that students can thrive in a professional legal setting where demands are ad hoc and require much in the way of adaptability. As adaptability matures, students expand the opportunities before them, learning to comfortably navigate uncertain situations.
d. The ability to handle uncertain situations is critical for success both in legal practice and in legal academia and will be honed via:
i. Advocacy exercises (Contract, Property, and Criminal),
ii. Vivas (Equity and the dissertation),
iii. An oral exam following the OSCE model (Legal Method)
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Produce work of publishable standard
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Teaching/Learning Methods and Strategies
Verbal communication skills are developed through small group seminar teaching, in particular by means of formulating and responding to argument on complex legal hypotheticals. Written communication skills are developed through research papers, assembly of the research portfolio and the dissertation.
The process of independent study that underlines the entire programme of study, coupled with guidance and individual feedback on research papers, the research portfolio and the dissertation, facilitate the development of intellectual autonomy, self-direction and personal skills. The portfolio will additionally encourage students to reflect critically on their continuing personal and professional development in the context of profession rules of conduct.
Integrated research methodology and research ethics training is provided in the context of students developing independently produced work of a publishable standard. Peer review comments and supervisory input will enable students to reflect critically on their progress and development needs.
Problem-solving and teamwork skills are also developed through specific problem-based seminar exercises and projects that require independent research and collaboration amongst groups of students. General time-management and intellectual skills are augmented through the above learning and teaching methods. Use of the internet, QUB online information system (including information retrieval, email communication and document exchange) and word processing are fundamental elements of the entire learning and developmental experience
Methods of Assessment
The assessments will place students in unfamiliar and unpredictable settings and require that they adapt to these.
a. They will be expected to draw upon the knowledge of law that has been developed throughout their modules and to be able to mobilise that knowledge on demand. Students will also be assessed in terms of how they react to a lack of knowledge on certain matters and how they react to the demands of the remaining situation.
b. Reflective and advocacy essays for EU Law, Constitutional and Administrative Law, and Research Design will provide students with opportunity to reflect independently on the progress they are making and to identify their career development needs.
c. This approach will ensure that students can thrive in a professional legal setting where demands are ad hoc and require much in the way of adaptability. As adaptability matures, students expand the opportunities before them, learning to comfortably navigate uncertain situations.
d. The ability to handle uncertain situations is critical for success both in legal practice and in legal academia and will be honed via:
i. Advocacy exercises (Contract, Property, and Criminal),
ii. Vivas (Equity and the dissertation),
iii. An oral exam following the OSCE model (Legal Method)
|
Learning Outcomes: Knowledge & Understanding
On the completion of this course successful students will be able to: |
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Understand systematically the principal features of legal systems.
|
Teaching/Learning Methods and Strategies
Students will be taught as a single group and will receive three hours per module of teaching delivery per week in a single session.
Knowledge will be frontloaded through module teaching, providing students with a platform from which they will develop their own independent and original research based arguments and strategies for addressing issues of law and practice in a global context.
The production of the portfolio, bridging knowledge acquisition and its deployment and development, is a key component of student learning and progression. It details the emergence of critical thinking and understanding of the ethical and regulatory context of law and legal practice.
Students may also have the opportunity in final year to spend a semester studying abroad or on an internship outside the Law School and University in collaboration with one of our educational partners. To ensure consistency in the level of study between QUB’s (level 8) modules and the level 7 modules on offer at our partner institutions, students will be required to complete an additional assessment to be submitted to their thesis supervisor. These will be decided on an ad hoc basis by the supervisor and the JD Director
Methods of Assessment
a. Throughout the programme, methods of assessment will require students to:
i. Apply legal rules within context
ii. To explain to the actor(s) why those rules apply as they do
iii. To explain whether the rules originate in the UK and/or in Europe and further afield
The students will also be required to explain matters:
i. Related to the workings of the courts
ii. Whether the actors have other remedies open to them, such as alternative dispute resolution.
Throughout, searching questions will be posed so as to test the depth of knowledge and understanding.
b. A comprehensive understanding of the workings of the legal system in the UK and Europe is necessary to prepare students to pursue qualification. Original research in law is also dependent upon a thorough grounding in comparative legal systems. While this foundation will be developed throughout the programme, the variety of methods we have designed will prove useful in advancing the students’ dissertations in Year 3.
c. Throughout the programme, though primarily beginning in Year 2, students will be expected to think originally and creatively about research in law:
i. They will draft a research proposal and dissertation plan (Research Methodologies)
ii. Carry out literature reviews (Research Methodologies and Research Design)
iii. Prepare a proposal for a journal article (EU Law)
iv. Compose short research reports (Constitutional and Administrative Law).
d. Along with the research portfolio, which they will begin contributing to in their first semester, each step is sequential, building toward their dissertation, itself a substantial piece of original legal research.
|
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Understand the legal institutions of the UK and elsewhere
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Teaching/Learning Methods and Strategies
Students will be taught as a single group and will receive three hours per module of teaching delivery per week in a single session.
Knowledge will be frontloaded through module teaching, providing students with a platform from which they will develop their own independent and original research based arguments and strategies for addressing issues of law and practice in a global context.
The production of the portfolio, bridging knowledge acquisition and its deployment and development, is a key component of student learning and progression. It details the emergence of critical thinking and understanding of the ethical and regulatory context of law and legal practice.
Students may also have the opportunity in final year to spend a semester studying abroad or on an internship outside the Law School and University in collaboration with one of our educational partners. To ensure consistency in the level of study between QUB’s (level 8) modules and the level 7 modules on offer at our partner institutions, students will be required to complete an additional assessment to be submitted to their thesis supervisor. These will be decided on an ad hoc basis by the supervisor and the JD Director
Methods of Assessment
a. Throughout the programme, methods of assessment will require students to:
i. Apply legal rules within context
ii. To explain to the actor(s) why those rules apply as they do
iii. To explain whether the rules originate in the UK and/or in Europe and further afield
The students will also be required to explain matters:
i. Related to the workings of the courts
ii. Whether the actors have other remedies open to them, such as alternative dispute resolution.
Throughout, searching questions will be posed so as to test the depth of knowledge and understanding.
b. A comprehensive understanding of the workings of the legal system in the UK and Europe is necessary to prepare students to pursue qualification. Original research in law is also dependent upon a thorough grounding in comparative legal systems. While this foundation will be developed throughout the programme, the variety of methods we have designed will prove useful in advancing the students’ dissertations in Year 3.
c. Throughout the programme, though primarily beginning in Year 2, students will be expected to think originally and creatively about research in law:
i. They will draft a research proposal and dissertation plan (Research Methodologies)
ii. Carry out literature reviews (Research Methodologies and Research Design)
iii. Prepare a proposal for a journal article (EU Law)
iv. Compose short research reports (Constitutional and Administrative Law).
d. Along with the research portfolio, which they will begin contributing to in their first semester, each step is sequential, building toward their dissertation, itself a substantial piece of original legal research
|
|
Understand fundamental legal doctrines such as the rule of law and legal pluralism
|
Teaching/Learning Methods and Strategies
Students will be taught as a single group and will receive three hours per module of teaching delivery per week in a single session.
Knowledge will be frontloaded through module teaching, providing students with a platform from which they will develop their own independent and original research based arguments and strategies for addressing issues of law and practice in a global context.
The production of the portfolio, bridging knowledge acquisition and its deployment and development, is a key component of student learning and progression. It details the emergence of critical thinking and understanding of the ethical and regulatory context of law and legal practice.
Students may also have the opportunity in final year to spend a semester studying abroad or on an internship outside the Law School and University in collaboration with one of our educational partners. To ensure consistency in the level of study between QUB’s (level 8) modules and the level 7 modules on offer at our partner institutions, students will be required to complete an additional assessment to be submitted to their thesis supervisor. These will be decided on an ad hoc basis by the supervisor and the JD Director
Methods of Assessment
a. Throughout the programme, methods of assessment will require students to:
i. Apply legal rules within context
ii. To explain to the actor(s) why those rules apply as they do
iii. To explain whether the rules originate in the UK and/or in Europe and further afield
The students will also be required to explain matters:
i. Related to the workings of the courts
ii. Whether the actors have other remedies open to them, such as alternative dispute resolution.
Throughout, searching questions will be posed so as to test the depth of knowledge and understanding.
b. A comprehensive understanding of the workings of the legal system in the UK and Europe is necessary to prepare students to pursue qualification. Original research in law is also dependent upon a thorough grounding in comparative legal systems. While this foundation will be developed throughout the programme, the variety of methods we have designed will prove useful in advancing the students’ dissertations in Year 3.
c. Throughout the programme, though primarily beginning in Year 2, students will be expected to think originally and creatively about research in law:
i. They will draft a research proposal and dissertation plan (Research Methodologies)
ii. Carry out literature reviews (Research Methodologies and Research Design)
iii. Prepare a proposal for a journal article (EU Law)
iv. Compose short research reports (Constitutional and Administrative Law).
d. Along with the research portfolio, which they will begin contributing to in their first semester, each step is sequential, building toward their dissertation, itself a substantial piece of original legal research.
|
|
Use the skills that are required in order to carry out advanced research in law
|
Teaching/Learning Methods and Strategies
Students will be taught as a single group and will receive three hours per module of teaching delivery per week in a single session.
Knowledge will be frontloaded through module teaching, providing students with a platform from which they will develop their own independent and original research based arguments and strategies for addressing issues of law and practice in a global context.
The production of the portfolio, bridging knowledge acquisition and its deployment and development, is a key component of student learning and progression. It details the emergence of critical thinking and understanding of the ethical and regulatory context of law and legal practice.
Students may also have the opportunity in final year to spend a semester studying abroad or on an internship outside the Law School and University in collaboration with one of our educational partners. To ensure consistency in the level of study between QUB’s (level 8) modules and the level 7 modules on offer at our partner institutions, students will be required to complete an additional assessment to be submitted to their thesis supervisor. These will be decided on an ad hoc basis by the supervisor and the JD Director.
Methods of Assessment
a. Throughout the programme, methods of assessment will require students to:
i. Apply legal rules within context
ii. To explain to the actor(s) why those rules apply as they do
iii. To explain whether the rules originate in the UK and/or in Europe and further afield
The students will also be required to explain matters:
i. Related to the workings of the courts
ii. Whether the actors have other remedies open to them, such as alternative dispute resolution.
Throughout, searching questions will be posed so as to test the depth of knowledge and understanding.
b. A comprehensive understanding of the workings of the legal system in the UK and Europe is necessary to prepare students to pursue qualification. Original research in law is also dependent upon a thorough grounding in comparative legal systems. While this foundation will be developed throughout the programme, the variety of methods we have designed will prove useful in advancing the students’ dissertations in Year 3.
c. Throughout the programme, though primarily beginning in Year 2, students will be expected to think originally and creatively about research in law:
i. They will draft a research proposal and dissertation plan (Research Methodologies)
ii. Carry out literature reviews (Research Methodologies and Research Design)
iii. Prepare a proposal for a journal article (EU Law)
iv. Compose short research reports (Constitutional and Administrative Law).
d. Along with the research portfolio, which they will begin contributing to in their first semester, each step is sequential, building toward their dissertation, itself a substantial piece of original legal research.
|
|
Understand, and be able to criticise, the influence that European and international factors, as well as globalisation, have on the UK and other legal systems
|
Teaching/Learning Methods and Strategies
Students will be taught as a single group and will receive three hours per module of teaching delivery per week in a single session.
Knowledge will be frontloaded through module teaching, providing students with a platform from which they will develop their own independent and original research based arguments and strategies for addressing issues of law and practice in a global context.
The production of the portfolio, bridging knowledge acquisition and its deployment and development, is a key component of student learning and progression. It details the emergence of critical thinking and understanding of the ethical and regulatory context of law and legal practice.
Students may also have the opportunity in final year to spend a semester studying abroad or on an internship outside the Law School and University in collaboration with one of our educational partners. To ensure consistency in the level of study between QUB’s (level 8) modules and the level 7 modules on offer at our partner institutions, students will be required to complete an additional assessment to be submitted to their thesis supervisor. These will be decided on an ad hoc basis by the supervisor and the JD Director.
Methods of Assessment
a. Throughout the programme, methods of assessment will require students to:
i. Apply legal rules within context
ii. To explain to the actor(s) why those rules apply as they do
iii. To explain whether the rules originate in the UK and/or in Europe and further afield
The students will also be required to explain matters:
i. Related to the workings of the courts
ii. Whether the actors have other remedies open to them, such as alternative dispute resolution.
Throughout, searching questions will be posed so as to test the depth of knowledge and understanding.
b. A comprehensive understanding of the workings of the legal system in the UK and Europe is necessary to prepare students to pursue qualification. Original research in law is also dependent upon a thorough grounding in comparative legal systems. While this foundation will be developed throughout the programme, the variety of methods we have designed will prove useful in advancing the students’ dissertations in Year 3.
c. Throughout the programme, though primarily beginning in Year 2, students will be expected to think originally and creatively about research in law:
i. They will draft a research proposal and dissertation plan (Research Methodologies)
ii. Carry out literature reviews (Research Methodologies and Research Design)
iii. Prepare a proposal for a journal article (EU Law)
iv. Compose short research reports (Constitutional and Administrative Law).
d. Along with the research portfolio, which they will begin contributing to in their first semester, each step is sequential, building toward their dissertation, itself a substantial piece of original legal research.
|
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Understand conceptually and have a critical awareness of the context (historical, political, policy, etc) in which law operates
|
Teaching/Learning Methods and Strategies
Students will be taught as a single group and will receive three hours per module of teaching delivery per week in a single session.
Knowledge will be frontloaded through module teaching, providing students with a platform from which they will develop their own independent and original research based arguments and strategies for addressing issues of law and practice in a global context.
The production of the portfolio, bridging knowledge acquisition and its deployment and development, is a key component of student learning and progression. It details the emergence of critical thinking and understanding of the ethical and regulatory context of law and legal practice.
Students may also have the opportunity in final year to spend a semester studying abroad or on an internship outside the Law School and University in collaboration with one of our educational partners. To ensure consistency in the level of study between QUB’s (level 8) modules and the level 7 modules on offer at our partner institutions, students will be required to complete an additional assessment to be submitted to their thesis supervisor. These will be decided on an ad hoc basis by the supervisor and the JD Director.
Methods of Assessment
a. Throughout the programme, methods of assessment will require students to:
i. Apply legal rules within context
ii. To explain to the actor(s) why those rules apply as they do
iii. To explain whether the rules originate in the UK and/or in Europe and further afield
The students will also be required to explain matters:
i. Related to the workings of the courts
ii. Whether the actors have other remedies open to them, such as alternative dispute resolution.
Throughout, searching questions will be posed so as to test the depth of knowledge and understanding.
b. A comprehensive understanding of the workings of the legal system in the UK and Europe is necessary to prepare students to pursue qualification. Original research in law is also dependent upon a thorough grounding in comparative legal systems. While this foundation will be developed throughout the programme, the variety of methods we have designed will prove useful in advancing the students’ dissertations in Year 3.
c. Throughout the programme, though primarily beginning in Year 2, students will be expected to think originally and creatively about research in law:
i. They will draft a research proposal and dissertation plan (Research Methodologies)
ii. Carry out literature reviews (Research Methodologies and Research Design)
iii. Prepare a proposal for a journal article (EU Law)
iv. Compose short research reports (Constitutional and Administrative Law).
d. Along with the research portfolio, which they will begin contributing to in their first semester, each step is sequential, building toward their dissertation, itself a substantial piece of original legal research.
|
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Understand conceptually and have a critical awareness of the ethical context of lawyering and the rules of professional conduct
|
Teaching/Learning Methods and Strategies
Students will be taught as a single group and will receive three hours per module of teaching delivery per week in a single session.
Knowledge will be frontloaded through module teaching, providing students with a platform from which they will develop their own independent and original research based arguments and strategies for addressing issues of law and practice in a global context.
The production of the portfolio, bridging knowledge acquisition and its deployment and development, is a key component of student learning and progression. It details the emergence of critical thinking and understanding of the ethical and regulatory context of law and legal practice.
Students may also have the opportunity in final year to spend a semester studying abroad or on an internship outside the Law School and University in collaboration with one of our educational partners. To ensure consistency in the level of study between QUB’s (level 8) modules and the level 7 modules on offer at our partner institutions, students will be required to complete an additional assessment to be submitted to their thesis supervisor. These will be decided on an ad hoc basis by the supervisor and the JD Director.
Methods of Assessment
a. Throughout the programme, methods of assessment will require students to:
i. Apply legal rules within context
ii. To explain to the actor(s) why those rules apply as they do
iii. To explain whether the rules originate in the UK and/or in Europe and further afield
The students will also be required to explain matters:
i. Related to the workings of the courts
ii. Whether the actors have other remedies open to them, such as alternative dispute resolution.
Throughout, searching questions will be posed so as to test the depth of knowledge and understanding.
b. A comprehensive understanding of the workings of the legal system in the UK and Europe is necessary to prepare students to pursue qualification. Original research in law is also dependent upon a thorough grounding in comparative legal systems. While this foundation will be developed throughout the programme, the variety of methods we have designed will prove useful in advancing the students’ dissertations in Year 3.
c. Throughout the programme, though primarily beginning in Year 2, students will be expected to think originally and creatively about research in law:
i. They will draft a research proposal and dissertation plan (Research Methodologies)
ii. Carry out literature reviews (Research Methodologies and Research Design)
iii. Prepare a proposal for a journal article (EU Law)
iv. Compose short research reports (Constitutional and Administrative Law).
d. Along with the research portfolio, which they will begin contributing to in their first semester, each step is sequential, building toward their dissertation, itself a substantial piece of original legal research.
|
|
Understand legal process and the role of lawyers and others within it
|
Teaching/Learning Methods and Strategies
Students will be taught as a single group and will receive three hours per module of teaching delivery per week in a single session.
Knowledge will be frontloaded through module teaching, providing students with a platform from which they will develop their own independent and original research based arguments and strategies for addressing issues of law and practice in a global context.
The production of the portfolio, bridging knowledge acquisition and its deployment and development, is a key component of student learning and progression. It details the emergence of critical thinking and understanding of the ethical and regulatory context of law and legal practice.
Students may also have the opportunity in final year to spend a semester studying abroad or on an internship outside the Law School and University in collaboration with one of our educational partners. To ensure consistency in the level of study between QUB’s (level 8) modules and the level 7 modules on offer at our partner institutions, students will be required to complete an additional assessment to be submitted to their thesis supervisor. These will be decided on an ad hoc basis by the supervisor and the JD Director.
Methods of Assessment
a. Throughout the programme, methods of assessment will require students to:
i. Apply legal rules within context
ii. To explain to the actor(s) why those rules apply as they do
iii. To explain whether the rules originate in the UK and/or in Europe and further afield
The students will also be required to explain matters:
i. Related to the workings of the courts
ii. Whether the actors have other remedies open to them, such as alternative dispute resolution.
Throughout, searching questions will be posed so as to test the depth of knowledge and understanding.
b. A comprehensive understanding of the workings of the legal system in the UK and Europe is necessary to prepare students to pursue qualification. Original research in law is also dependent upon a thorough grounding in comparative legal systems. While this foundation will be developed throughout the programme, the variety of methods we have designed will prove useful in advancing the students’ dissertations in Year 3.
c. Throughout the programme, though primarily beginning in Year 2, students will be expected to think originally and creatively about research in law:
i. They will draft a research proposal and dissertation plan (Research Methodologies)
ii. Carry out literature reviews (Research Methodologies and Research Design)
iii. Prepare a proposal for a journal article (EU Law)
iv. Compose short research reports (Constitutional and Administrative Law).
d. Along with the research portfolio, which they will begin contributing to in their first semester, each step is sequential, building toward their dissertation, itself a substantial piece of original legal research.
|
|
Understand alternative forms of dispute resolution and the significance of advocacy and negotiation methods in the administration of justice
|
Teaching/Learning Methods and Strategies
Students will be taught as a single group and will receive three hours per module of teaching delivery per week in a single session.
Knowledge will be frontloaded through module teaching, providing students with a platform from which they will develop their own independent and original research based arguments and strategies for addressing issues of law and practice in a global context.
The production of the portfolio, bridging knowledge acquisition and its deployment and development, is a key component of student learning and progression. It details the emergence of critical thinking and understanding of the ethical and regulatory context of law and legal practice.
Students may also have the opportunity in final year to spend a semester studying abroad or on an internship outside the Law School and University in collaboration with one of our educational partners. To ensure consistency in the level of study between QUB’s (level 8) modules and the level 7 modules on offer at our partner institutions, students will be required to complete an additional assessment to be submitted to their thesis supervisor. These will be decided on an ad hoc basis by the supervisor and the JD Director.
Methods of Assessment
a. Throughout the programme, methods of assessment will require students to:
i. Apply legal rules within context
ii. To explain to the actor(s) why those rules apply as they do
iii. To explain whether the rules originate in the UK and/or in Europe and further afield
The students will also be required to explain matters:
i. Related to the workings of the courts
ii. Whether the actors have other remedies open to them, such as alternative dispute resolution.
Throughout, searching questions will be posed so as to test the depth of knowledge and understanding.
b. A comprehensive understanding of the workings of the legal system in the UK and Europe is necessary to prepare students to pursue qualification. Original research in law is also dependent upon a thorough grounding in comparative legal systems. While this foundation will be developed throughout the programme, the variety of methods we have designed will prove useful in advancing the students’ dissertations in Year 3.
c. Throughout the programme, though primarily beginning in Year 2, students will be expected to think originally and creatively about research in law:
i. They will draft a research proposal and dissertation plan (Research Methodologies)
ii. Carry out literature reviews (Research Methodologies and Research Design)
iii. Prepare a proposal for a journal article (EU Law)
iv. Compose short research reports (Constitutional and Administrative Law).
d. Along with the research portfolio, which they will begin contributing to in their first semester, each step is sequential, building toward their dissertation, itself a substantial piece of original legal research.
|
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Understand of the distinction between law and fact
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Teaching/Learning Methods and Strategies
Students will be taught as a single group and will receive three hours per module of teaching delivery per week in a single session.
Knowledge will be frontloaded through module teaching, providing students with a platform from which they will develop their own independent and original research based arguments and strategies for addressing issues of law and practice in a global context.
The production of the portfolio, bridging knowledge acquisition and its deployment and development, is a key component of student learning and progression. It details the emergence of critical thinking and understanding of the ethical and regulatory context of law and legal practice.
Students may also have the opportunity in final year to spend a semester studying abroad or on an internship outside the Law School and University in collaboration with one of our educational partners. To ensure consistency in the level of study between QUB’s (level 8) modules and the level 7 modules on offer at our partner institutions, students will be required to complete an additional assessment to be submitted to their thesis supervisor. These will be decided on an ad hoc basis by the supervisor and the JD Director.
Methods of Assessment
a. Throughout the programme, methods of assessment will require students to:
i. Apply legal rules within context
ii. To explain to the actor(s) why those rules apply as they do
iii. To explain whether the rules originate in the UK and/or in Europe and further afield
The students will also be required to explain matters:
i. Related to the workings of the courts
ii. Whether the actors have other remedies open to them, such as alternative dispute resolution.
Throughout, searching questions will be posed so as to test the depth of knowledge and understanding.
b. A comprehensive understanding of the workings of the legal system in the UK and Europe is necessary to prepare students to pursue qualification. Original research in law is also dependent upon a thorough grounding in comparative legal systems. While this foundation will be developed throughout the programme, the variety of methods we have designed will prove useful in advancing the students’ dissertations in Year 3.
c. Throughout the programme, though primarily beginning in Year 2, students will be expected to think originally and creatively about research in law:
i. They will draft a research proposal and dissertation plan (Research Methodologies)
ii. Carry out literature reviews (Research Methodologies and Research Design)
iii. Prepare a proposal for a journal article (EU Law)
iv. Compose short research reports (Constitutional and Administrative Law).
d. Along with the research portfolio, which they will begin contributing to in their first semester, each step is sequential, building toward their dissertation, itself a substantial piece of original legal research.
|
|
Understand of legislation and the nature of legislative drafting
|
Teaching/Learning Methods and Strategies
Students will be taught as a single group and will receive three hours per module of teaching delivery per week in a single session.
Knowledge will be frontloaded through module teaching, providing students with a platform from which they will develop their own independent and original research based arguments and strategies for addressing issues of law and practice in a global context.
The production of the portfolio, bridging knowledge acquisition and its deployment and development, is a key component of student learning and progression. It details the emergence of critical thinking and understanding of the ethical and regulatory context of law and legal practice.
Students may also have the opportunity in final year to spend a semester studying abroad or on an internship outside the Law School and University in collaboration with one of our educational partners. To ensure consistency in the level of study between QUB���s (level 8) modules and the level 7 modules on offer at our partner institutions, students will be required to complete an additional assessment to be submitted to their thesis supervisor. These will be decided on an ad hoc basis by the supervisor and the JD Director.
Methods of Assessment
a. Throughout the programme, methods of assessment will require students to:
i. Apply legal rules within context
ii. To explain to the actor(s) why those rules apply as they do
iii. To explain whether the rules originate in the UK and/or in Europe and further afield
The students will also be required to explain matters:
i. Related to the workings of the courts
ii. Whether the actors have other remedies open to them, such as alternative dispute resolution.
Throughout, searching questions will be posed so as to test the depth of knowledge and understanding.
b. A comprehensive understanding of the workings of the legal system in the UK and Europe is necessary to prepare students to pursue qualification. Original research in law is also dependent upon a thorough grounding in comparative legal systems. While this foundation will be developed throughout the programme, the variety of methods we have designed will prove useful in advancing the students’ dissertations in Year 3.
c. Throughout the programme, though primarily beginning in Year 2, students will be expected to think originally and creatively about research in law:
i. They will draft a research proposal and dissertation plan (Research Methodologies)
ii. Carry out literature reviews (Research Methodologies and Research Design)
iii. Prepare a proposal for a journal article (EU Law)
iv. Compose short research reports (Constitutional and Administrative Law).
d. Along with the research portfolio, which they will begin contributing to in their first semester, each step is sequential, building toward their dissertation, itself a substantial piece of original legal research.
|
|
Understand legal precedent and its role in legal argumentation
|
Teaching/Learning Methods and Strategies
Students will be taught as a single group and will receive three hours per module of teaching delivery per week in a single session.
Knowledge will be frontloaded through module teaching, providing students with a platform from which they will develop their own independent and original research based arguments and strategies for addressing issues of law and practice in a global context.
The production of the portfolio, bridging knowledge acquisition and its deployment and development, is a key component of student learning and progression. It details the emergence of critical thinking and understanding of the ethical and regulatory context of law and legal practice.
Students may also have the opportunity in final year to spend a semester studying abroad or on an internship outside the Law School and University in collaboration with one of our educational partners. To ensure consistency in the level of study between QUB’s (level 8) modules and the level 7 modules on offer at our partner institutions, students will be required to complete an additional assessment to be submitted to their thesis supervisor. These will be decided on an ad hoc basis by the supervisor and the JD Director.
Methods of Assessment
a. Throughout the programme, methods of assessment will require students to:
i. Apply legal rules within context
ii. To explain to the actor(s) why those rules apply as they do
iii. To explain whether the rules originate in the UK and/or in Europe and further afield
The students will also be required to explain matters:
i. Related to the workings of the courts
ii. Whether the actors have other remedies open to them, such as alternative dispute resolution.
Throughout, searching questions will be posed so as to test the depth of knowledge and understanding.
b. A comprehensive understanding of the workings of the legal system in the UK and Europe is necessary to prepare students to pursue qualification. Original research in law is also dependent upon a thorough grounding in comparative legal systems. While this foundation will be developed throughout the programme, the variety of methods we have designed will prove useful in advancing the students’ dissertations in Year 3.
c. Throughout the programme, though primarily beginning in Year 2, students will be expected to think originally and creatively about research in law:
i. They will draft a research proposal and dissertation plan (Research Methodologies)
ii. Carry out literature reviews (Research Methodologies and Research Design)
iii. Prepare a proposal for a journal article (EU Law)
iv. Compose short research reports (Constitutional and Administrative Law).
d. Along with the research portfolio, which they will begin contributing to in their first semester, each step is sequential, building toward their dissertation, itself a substantial piece of original legal research.
|
Learning Outcomes: Subject Specific
On the completion of this course successful students will be able to: |
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Undertake original research and development in a legal context at an advanced level
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Teaching/Learning Methods and Strategies
In addition to the teaching methods noted under Knowledge and Understanding, subject-specific skills may be taught by way of field trips to various legal institutions, group work to learn how to operate as a legal team and mooting exercises, which teach advocacy skills
Methods of Assessment
Each module is designed with a focus on research.
a. In practical terms, this means that topical legal problems will inform much of the teaching, providing students with opportunity to reflect on both the applicable rules of law as well as innovative strategies for resolving these problems. Placing material in its procedural and substantive setting will ensure that students:
i. Understand law in its context
ii. Are equipped with the confidence to engage in original thinking around key issues
b. Several assessment methods spread across the three years facilitate this goal including:
i. The drafting of case notes (Equity and Criminal)
ii. The preparation of a memorandum (Criminal)
iii. The articulation of appellate briefs (Property and Contract)
iv. The composition of a judgment (Property)
v. The drafting of a dissertation Year 3)
Each task will ensure that students are well versed in debates specific to foundational legal subjects as well as the operation of legal systems more widely.
c. These assessments will also prepare students to conceptualise advanced legal arguments in a creative and original manner.
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Judge critically the merits of different methodologies, make reasoned choice between different positions and approaches
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Teaching/Learning Methods and Strategies
In addition to the teaching methods noted under Knowledge and Understanding, subject-specific skills may be taught by way of field trips to various legal institutions, group work to learn how to operate as a legal team and mooting exercises, which teach advocacy skills
Methods of Assessment
Each module is designed with a focus on research.
a. In practical terms, this means that topical legal problems will inform much of the teaching, providing students with opportunity to reflect on both the applicable rules of law as well as innovative strategies for resolving these problems. Placing material in its procedural and substantive setting will ensure that students:
i. Understand law in its context
ii. Are equipped with the confidence to engage in original thinking around key issues
b. Several assessment methods spread across the three years facilitate this goal including:
i. The drafting of case notes (Equity and Criminal)
ii. The preparation of a memorandum (Criminal)
iii. The articulation of appellate briefs (Property and Contract)
iv. The composition of a judgment (Property)
v. The drafting of a dissertation Year 3)
Each task will ensure that students are well versed in debates specific to foundational legal subjects as well as the operation of legal systems more widely.
c. These assessments will also prepare students to conceptualise advanced legal arguments in a creative and original manner.
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Use, present and critically evaluate information provided in numerical or statistical form
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Teaching/Learning Methods and Strategies
In addition to the teaching methods noted under Knowledge and Understanding, subject-specific skills may be taught by way of field trips to various legal institutions, group work to learn how to operate as a legal team and mooting exercises, which teach advocacy skills
Methods of Assessment
Each module is designed with a focus on research.
a. In practical terms, this means that topical legal problems will inform much of the teaching, providing students with opportunity to reflect on both the applicable rules of law as well as innovative strategies for resolving these problems. Placing material in its procedural and substantive setting will ensure that students:
i. Understand law in its context
ii. Are equipped with the confidence to engage in original thinking around key issues
b. Several assessment methods spread across the three years facilitate this goal including:
i. The drafting of case notes (Equity and Criminal)
ii. The preparation of a memorandum (Criminal)
iii. The articulation of appellate briefs (Property and Contract)
iv. The composition of a judgment (Property)
v. The drafting of a dissertation Year 3)
Each task will ensure that students are well versed in debates specific to foundational legal subjects as well as the operation of legal systems more widely.
c. These assessments will also prepare students to conceptualise advanced legal arguments in a creative and original manner.
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Synthesise and identify central issues from a large amount of complex legal information
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Teaching/Learning Methods and Strategies
In addition to the teaching methods noted under Knowledge and Understanding, subject-specific skills may be taught by way of field trips to various legal institutions, group work to learn how to operate as a legal team and mooting exercises, which teach advocacy skills
Methods of Assessment
Each module is designed with a focus on research.
a. In practical terms, this means that topical legal problems will inform much of the teaching, providing students with opportunity to reflect on both the applicable rules of law as well as innovative strategies for resolving these problems. Placing material in its procedural and substantive setting will ensure that students:
i. Understand law in its context
ii. Are equipped with the confidence to engage in original thinking around key issues
b. Several assessment methods spread across the three years facilitate this goal including:
i. The drafting of case notes (Equity and Criminal)
ii. The preparation of a memorandum (Criminal)
iii. The articulation of appellate briefs (Property and Contract)
iv. The composition of a judgment (Property)
v. The drafting of a dissertation Year 3)
Each task will ensure that students are well versed in debates specific to foundational legal subjects as well as the operation of legal systems more widely.
c. These assessments will also prepare students to conceptualise advanced legal arguments in a creative and original manner.
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Engage in oral and written legal argument at advanced level
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Teaching/Learning Methods and Strategies
In addition to the teaching methods noted under Knowledge and Understanding, subject-specific skills may be taught by way of field trips to various legal institutions, group work to learn how to operate as a legal team and mooting exercises, which teach advocacy skills
Methods of Assessment
Each module is designed with a focus on research.
a. In practical terms, this means that topical legal problems will inform much of the teaching, providing students with opportunity to reflect on both the applicable rules of law as well as innovative strategies for resolving these problems. Placing material in its procedural and substantive setting will ensure that students:
i. Understand law in its context
ii. Are equipped with the confidence to engage in original thinking around key issues
b. Several assessment methods spread across the three years facilitate this goal including:
i. The drafting of case notes (Equity and Criminal)
ii. The preparation of a memorandum (Criminal)
iii. The articulation of appellate briefs (Property and Contract)
iv. The composition of a judgment (Property)
v. The drafting of a dissertation Year 3)
Each task will ensure that students are well versed in debates specific to foundational legal subjects as well as the operation of legal systems more widely.
c. These assessments will also prepare students to conceptualise advanced legal arguments in a creative and original manner.
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Understand the dynamics involved in successful team work in a legal context
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Teaching/Learning Methods and Strategies
In addition to the teaching methods noted under Knowledge and Understanding, subject-specific skills may be taught by way of field trips to various legal institutions, group work to learn how to operate as a legal team and mooting exercises, which teach advocacy skills
Methods of Assessment
Each module is designed with a focus on research.
a. In practical terms, this means that topical legal problems will inform much of the teaching, providing students with opportunity to reflect on both the applicable rules of law as well as innovative strategies for resolving these problems. Placing material in its procedural and substantive setting will ensure that students:
i. Understand law in its context
ii. Are equipped with the confidence to engage in original thinking around key issues
b. Several assessment methods spread across the three years facilitate this goal including:
i. The drafting of case notes (Equity and Criminal)
ii. The preparation of a memorandum (Criminal)
iii. The articulation of appellate briefs (Property and Contract)
iv. The composition of a judgment (Property)
v. The drafting of a dissertation Year 3)
Each task will ensure that students are well versed in debates specific to foundational legal subjects as well as the operation of legal systems more widely.
c. These assessments will also prepare students to conceptualise advanced legal arguments in a creative and original manner.
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Work independently and in a supervisory relationship to problem solve issues relating to various areas of law and legal research
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Teaching/Learning Methods and Strategies
In addition to the teaching methods noted under Knowledge and Understanding, subject-specific skills may be taught by way of field trips to various legal institutions, group work to learn how to operate as a legal team and mooting exercises, which teach advocacy skills
Methods of Assessment
Each module is designed with a focus on research.
a. In practical terms, this means that topical legal problems will inform much of the teaching, providing students with opportunity to reflect on both the applicable rules of law as well as innovative strategies for resolving these problems. Placing material in its procedural and substantive setting will ensure that students:
i. Understand law in its context
ii. Are equipped with the confidence to engage in original thinking around key issues
b. Several assessment methods spread across the three years facilitate this goal including:
i. The drafting of case notes (Equity and Criminal)
ii. The preparation of a memorandum (Criminal)
iii. The articulation of appellate briefs (Property and Contract)
iv. The composition of a judgment (Property)
v. The drafting of a dissertation Year 3)
Each task will ensure that students are well versed in debates specific to foundational legal subjects as well as the operation of legal systems more widely.
c. These assessments will also prepare students to conceptualise advanced legal arguments in a creative and original manner.
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