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MMU Programme Specification: LLB Legal Practice __________________________________________________________________________________________

Faculty of Business and Law

Manchester Law School

LLB (Hons) in Legal Practice

Programme Specification


Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table.

1 Date of initial Approval or last review: 16 December 2010 2 Effective date of Approved/Reviewed Programme Specification: 01/09/2011 -

31/08/2017 3 This Version effective from: September 2016 4 Version number: LP/Sep11/V4

Students who commenced their study on awards within this programme specification prior to 01/09/2010 should refer to the previous version of the programme specification published on the CASQE website.

Modifications to Programme Specification

Modifications to the programme specification since approval/ last review, and the cohort of students affected by the change, are listed in Section H (Log of Modifications) at the back of the document.

Cross Referencing of Programme Specifications

The following elements of provision included in this document is/ are also included in the following programme specifications

Award Programme Specification

Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above

http://www.mmu.ac.uk/academic/casqe/specs/index.php

http://www.mmu.ac.uk/academic/casqe/specs/index.php


MANCHESTER METROPOLITAN UNIVERSITY PS PROGRAMME SPECIFICATION

0 Brief descriptive summary

The programme places a strong emphasis on legal practice and preparing students for a career in law. It is designed to demonstrate to an employer that graduates understand the law and can apply it in practice. As with any qualifying law degree, students will study the “foundations of legal knowledge” which allow them to go on and train as a solicitor/barrister. However, instead of undertaking a dissertation or research project, they will study legal practice electives, giving a strong vocational feel to the course. Year 1 will introduce students to legal study, the English legal system and legal theory. It will also include the study of Tort and Contract Law. Year 2 will cover Public Law, Criminal Law and an elective subject. Year 3 will cover Land Law, European Law and an elective practice subject. Year 4 will cover Equity and Trusts an elective practice subject and professional skills. Available electives may include Family Law, Law of Wills and Succession, Employment Law, Company and Partnership Law, Civil Litigation, Company and Partnership Practice, Conveyancing, Criminal Practice, Employment Practice, Family Practice and Probate Practice. After graduating students will be eligible for graduate membership of CILEx, which combined with work experience leads to qualification as a legal executive. The course is taught via distance learning, meaning most of the study is carried out at home, in a student’s own time, but within a structure that will keep up momentum throughout the year. Basic Programme and Course Details

1 Overarching Programme Network/Title and programme specification code(s)


2 Final award(s)/title(s) (including any PSRB final awards conferred as an automatic result of successful completion of the course)


3 Combined Honours Subject(s)offered through programme specification together with associated final award(s) (where relevant)

Subject(s): Not Applicable

4 Interim exit award(s)/title(s) (including Combined Honours interim exit awards)

Cert HE in Law Dip HE in Law

5 Mode(s) and duration Part Time Distance Learning 4 years

6 FHEQ position of final award(s) Framework for HE Qualifications

Honours (Level 6)

7 Awarding institution (include PSRBs which confer a joint or additional qualification on successful

Manchester Metropolitan University

http://www.qaa.ac.uk/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.pdf


completion of programme)

8 Teaching institution(s) Manchester Metropolitan University

9 Relationship with Foundation Year None.

Administrative Details

10 Home Department/ School/ Institute Manchester Law School

11 Home Faculty Business and Law

12 UCAS code(s) N/A

Collaborative Arrangements (where relevant)

13 Approved Collaborative partner(s) n/a

14 Description of type of collaborative provision or academic partnership

n/a

Approval Status

15 Date and period of approval of most recent MMU review/ approval

(i) Date of Latest review/approval LLB (Hons) in Legal Practice – 16 December 2010 (ii) Length & Dates of Period of approval given In (i) above: Years: 5 Years From: 01 September 2011 To: 31 August 2017 Initial period of approval was until August 2016, and an extension was granted on 20/05/15 to extend the period of approval to August 2017 (iii) Major Modifications to Programme Specification since last review/approval

23 March 2016 - Discontinuation of the collaborative partner – CILEX as from September 2016

16 Next Scheduled Review Date:

2016/17 (Deferral date)

17 PS/1 effective date: (ie date from which the outcome of approval or last review is effective OR the date from which amendments to the programme specification are effective)

September 2016

External References/Relationships

18 QAA Benchmark Statement(s)

Law 2007

19 PSRB(s) associated with final award of course (e.g. those which offer professional status/membership/license to practise as result of successful completion of the final award.

The Solicitors’ Regulation Authority and the Bar Standards Board. Chartered Institute of Legal Executives.

20 Date, outcome & period of approval of last PSRB approval/accreditation

The Solicitors’ Regulation Authority and the Bar Standards Board Date: 2011 Outcome: Approved Period of approval: until next Review/Major Modification Chartered Institute of Legal Executives Date: 2011 Outcome: Approved Period of approval: until next Review/Major Modification

Course Information


21 University and Course Educational Aims

University Educational Aims:

To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students

To provide a supportive and inclusive learning environment which will enable success for all learners

To encourage the development of students’ intellectual and imaginative powers, creativity, independence, critical self-awareness, imagination and skills that will enhance global employment opportunities on graduation in all programmes

To establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University’s vision and strategic objectives

To provide a learning experience that is informed by research, scholarship, reflective practice and engagement with industry and the professions

Course Educational Aims:

To utilise flexible approaches to programme delivery and student support which reflect the needs and expectations of distance learning students

To provide a supportive learning environment in a distance learning mode which will enable success for all learners.

To develop students’ intellectual abilities, creativity, independence, critical self-awareness and skills that will enhance employment opportunities on graduation

To provide a learning experience that is informed by research, scholarship, reflective practice and engagement with legal professional practice

To maintain a culture of constant improvement in learning, teaching and assessment that is aligned with the University’s vision and strategic objectives

22 Course Learning Outcomes

MMU Educational Outcomes: On successful completion of their course of study MMU graduates will be able to:

apply skills of critical analysis to real world situations within a defined range of contexts

demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self management

express ideas effectively and communicate information appropriately and accurately using a range of media including ICT

develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives

manage their professional development reflecting on progress and taking appropriate action

find, evaluate, synthesise and use information from a variety of sources

articulate an awareness of the social and community contexts within their disciplinary field

1. Course Learning Outcomes

On successful completion of the programme students will be able to:

demonstrate accurate knowledge and understanding of the principal features of the English Legal System and of a wide range of legal concepts, principles and values

apply legal knowledge to situations of legal complexity , to analyse facts and to produce well-supported conclusions in relation to them

apply professional skills to real world situations in order to achieve designated objectives

locate, evaluate, synthesise and use information from a variety of sources, including primary sources

express ideas effectively and communicate information appropriately and accurately using a range of media including ICT


demonstrate critical engagement with the social contexts within which law operates and is developed

manage their professional development as learners reflecting on progress as independent autonomous learners and taking appropriate action to improve

demonstrate a high degree of professionalism characterised by initiative, adherence to professional ethics, motivation and self management.

2. Pass Degree Learning Outcomes

demonstrate knowledge and understanding of the principal features of the English Legal System and of the principal concepts, principles and values of English law

analyse and apply knowledge to situations of limited complexity to analyse facts and produce conclusions

apply professional skills to real world situations in relation to designated objectives

locate, evaluate and use information from a range of sources

communicate information adequately using a range of media including ICT

manage their professional development as learners reflecting on progress, displaying self management and identifying the need for improvement

articulate some critical awareness of the contexts within which law operates and is developed

Students who do not qualify for the award of a Bachelor’s degree with honours may be eligible for the award of a Pass degree. Criteria for the award of a Pass degree are detailed within the University’s Assessment Regulations for Undergraduate Programmes of Study

23 Interim Award Learning Outcomes

Intermediate (level 5) outcomes- Diploma of Higher Education Students who successfully complete all level 5 units will be able to:

demonstrate knowledge and understanding of the legal principles relevant to the units studied and articulate some critical awareness of the contexts which generate such principles

analyse situations and apply their knowledge and understanding to provide arguable solutions

locate, evaluate and use information from some relevant sources

communicate information adequately using a range of media including ICT

demonstrate an ability to manage their professional development as learners reflecting on progress and displaying self management

Certificate (level 4) Learning Outcomes- Certificate of Higher Education Students who successfully complete all level 4 units will be able to:

demonstrate knowledge and understanding of the basic legal principles relevant to the unit topics and begin to articulate some critical awareness of the contexts which generate such principles

analyse situations and apply their knowledge and understanding to indicate arguable solutions

locate and collate information from a limited range of relevant sources

communicate information using a range of media including ICT

demonstrate understanding of the academic skills required for legal study and assessment, including self management and reflection

http://www.mmu.ac.uk/academic/casqe/regulations/assessment-regulations.php


24 Teaching/Learning and Assessment Strategy

Curriculum Design The curriculum has been designed to confer both a qualifying law degree and eligibility for membership status of the Chartered Institute of Legal executives (CILEx). This necessitates that the curriculum includes the designated Foundations of Legal Knowledge subjects and the skill of Legal Research in accordance with Solicitors Regulation Authority (SRA) and Bar Standards Board (BSB) requirements. Additionally, to meet CILEx requirements the curriculum includes legal practice options at level 6, each of which follows the syllabus prescribed by CILEx, and a level 6 unit in client care skills. CILEx requirements stipulate that the legal practice units must be linked to a relevant substantive legal subject. Accordingly, a range of level 5 options have been built into the curriculum to enhance the range of legal practice options available to students at level 6. The table at section 25 of this document sets out the substantive subjects that are linked to the practice electives. The table at Appendix III demonstrates the coverage of the Foundations of Legal Knowledge subjects required by the SRA and BSB. Languages Provision MMU requires all undergraduate programme teams to consider whether language teaching may be included in the curriculum. No provision has been made for the inclusion of languages in this programme. The curriculum structure offers no flexibility for the inclusion of a language option if students are to meet the requirements set out above of a qualifying law degree which also grants eligibility for membership of CILEx. Teaching and Learning Strategy The programme design reflects its hybrid combination of academic and vocational elements. This is in line with the enhancement of employment opportunities on graduation (university educational aim (UEA) 3). The chosen mode of delivery (distance learning) necessitates a flexible approach to programme delivery and student support (UEA 1). The learning strategy is designed to provide a supportive and inclusive learning environment (UEA 2). Skills teaching is embedded within the subject units (with the exception of the “stand alone” Professional Skills in Practice unit at level 6). The curriculum takes a scaffold approach to skills development across the core units at levels 4-6. PDP is also embedded within curriculum (see section 26 below for further information). Standard Model for Delivery and Assessment Students study three 30 credit units per year. Delivery will take the form of a blended learning format following a largely standardised model. Each academic year will begin with a voluntary attended induction weekend. Its purpose will be to introduce the relevant subjects to students and to familiarise students with the level descriptors and learning outcomes to be studied that year. The induction weekend will also introduce students to the study skills required for effective independent learning at the relevant level. The teaching programme will end with a voluntary attended revision weekend designed to prepare students for their end of unit assessment. The learning materials provided will set out a timetable for learning and will explain the unit learning outcomes, assessment materials and criteria and contain supplementary exercises. Alongside these materials students will have access to a virtual learning environment via the MMU Moodle study area. Here students will be able to access podcasts, supplementary materials and formative assessment exercises as well as raise queries with subject tutors (section 32 of this document sets out more details about the function of the learning materials). Students will also be required to purchase textbooks and they will be directed to a range of additional electronic resources available through the MMU library. The skill of Independent research using MMU library electronic resources will be developed within the core level 4-6 units. Assessment Most subjects will be assessed by a summative coursework and examination*. The combination of


coursework and examination will facilitate the assessment of the legal and transferable skills set out in the Law Benchmark Statement and the Academic Stage Handbook. It will also regulate the student’s assessment burden across the academic year. * The Legal System and Society and Professional Skills in Practice units do not follow this model. These units will be assessed through a single portfolio. Formative assessment It is recognised that the provision of effective and forward pointing feedback is a vital tool for the development of distance learners. Accordingly, there will be at least 3 compulsory formative assessments per subject. Where students will be assessed by examination one of the formative assessments will be a mock examination. Feedback will be provided in the form of both generic feedback and detailed individual markers comments. In addition to the formative assessment that is submitted for marking students will also be able to test their knowledge and understanding through web-based exercises on which immediate feedback will be available. Personal Development Planning (PDP) PDP is embedded into the coursework process (see section 26 of this document for more information). Student development The learning outcomes across level 4-6 make transparent the expectations for student development over the programme. More detail is set out in the supporting assessment criteria applicable to the non-practice subjects. The development of students’ legal and transferable skills is embedded within the subject units. The curriculum takes a scaffold approach to skills development across the core units at levels 4-6. This approach has been designed to support students in the development of the attributes that are needed to demonstrate the standards expected at the relevant level. Student development is also embedded through the use of PDP processes which are linked to the development of reflective learning and autonomy (see section 26 of this specification). Course Specific Assessment Criteria Information about assessment criteria can be found at Appendix V.


25 Course structures, levels, credits, awards, curriculum map of all units (identifying core/option status, credits pre or co-requisites) potential entry/exit points and progression/award requirements Include part-time progression arrangements to approved MMU undergraduate Foundation Degrees

OPTION UNITS Option units listed in the following curriculum structures are all approved for delivery but may not all run in any one academic session. Level 4 A calendarised curriculum map is attached at Appendix IV

Core Units

Code Status (if applicable)ie

- Pre/Co-requisites - Excluded units

Unit Title No of credits

454Z0104 Core Legal System and Society (year 1) 30

454Z0105 Core Contract Law (year 1) 30

454Z0106 Core Tort Law (Year 1) 30

454Z0107 Core Public Law (Year 2) 30 On successful completion of Level 4 – interim exit award: Cert HE in Law Level 5

Core Units




455Z0120 Core Criminal Law (Year 2) 30

455Z0121 Core Law of the European Union (Year 3) 30

455Z0122 Core Land Law (Year 3) 30

Option Units (Year 2) Choose 1 from options listed 455Z0123 Option Family Law 30

455Z0124 Option Law of Wills and Succession 30

455Z0125 Option Employment Law 30

455Z0126 Option Company and Partnership Law 30 On successful completion of Levels 4 & 5 – interim exit award: Dip HE in Law Level 6 All of the Option units at level 6 may be studied in year 3 or 4 of the programme- with the exception of the Conveyancing option which can only be studied in year 4 after successful completion of the year 3 Land Law subject.

Core Units




456Z0408 Core Equity and Trusts (Year 4) 30

456Z0409 Core Professional Skills in Practice (Year 4) 30

Option Units Choose 1 from options listed in year 3 and 1 in year 4 456Z0410 Criminal Law unit Criminal Litigation (Year 3 or 4) 30

456Z0411 Tort and Contract Civil Litigation (Year 3 or 4) 30


Law units

456Z0412 Land Law unit Conveyancing (Year 4 only) 30

456Z0413 Company and Partnership law unit OR successful achievement of a previous practice option

The Practice of Company and Partnership Law (Year 3 or 4)

30

456Z0414 Family Law unit OR successful achievement of a previous practice option

The Practice of Family Law (Year 3 or 4) 30

456Z0415 Law of Wills and Succession unit OR successful achievement of a previous practice option

Probate Practice (Year 3 or 4) 30

456Z0416 Employment Law unit OR successful achievement of a previous practice option

The Practice of Employment Law (Year 3 or 4)

30

On successful completion of Level 6 – Final exit award: LLB Legal Practice

26 Personal Development Planning

The objective of PDP in the programme is to enable students to manage their professional development as independent autonomous learners. It is designed to encourage student reflection on progress and the taking of appropriate remedial or developmental action. PDP is also a mechanism for the demonstration of professionalism. These elements are included in the course learning outcomes. PDP will be embedded in the programme. At the start of each academic year students will complete a skills audit. Each formative and summative coursework assessment will contain an exercise requiring reflection on assessment performance and preparation. It will also require students to demonstrate how they have acted on feedback from previous coursework (where relevant). Unit marking tutors will contact students who do not complete the reflective exercises linked to the formative assessments to encourage thorough engagement with a reflective approach to learning. A percentage of the marks available for summative coursework will relate to reflective activity- ensuring assessment of the developmental learning outcomes. Each cohort will have a designated MMU Academic Tutor whose primary role will be to act as the anchor for PDP. Each student shall have a termly telephone discussion with the MMU academic tutor around a structured PDP format (e.g. the first discussion in year 1 will focus on the student’s skills audit. Later conversations will link to assessment performance and actioning feedback). These arrangements are programme specific.

27 Placement and/or Work-based Learning Activities

N/A


28 Course Specific Admission Requirements

2016 Entry The admission of students to the programme is determined by an assessment of their achieving the programme learning outcomes. Applicants are required to satisfy the admissions team of their likelihood of success EITHER through evidence of recent academic achievement or through evidence of their achievement in the sphere of paid or voluntary work. Academic Achievement Applicants should normally possess:

Key skills or GCSE English language at grade C or IELTS at 6.5 (for overseas students) And should satisfy ONE of the following

GCE A level passes in 3 subjects at grades ABB

GCE A level passes in 2 subjects at grades AB and AS passes in 2 subjects at grades BB taken at the same sitting

BTEC National Certificate or Diploma at grade “Distinction” + 1 GCE A level at grade B or above

Advanced GNVQ at grade “Distinction” + 1 GCE A Level at grade C or above

Scottish Certificate of Education with 5 passes of which 3 are at the higher level, grades BBBBC

Irish Leaving Certificate with passes in 6 subjects at the higher level, grades BBBBCC

International Baccalaureate with a minimum of 30 points with at least 5 in each subject

ACCESS qualification indicating academic strength

A pass in the law units and skills elements of the Foundation Degree

Pass in and CILEx level 6 law and practice course or professional skills course

Pass in CILEx Level 3 Diploma

Pass in CILEx Level 3 Certificate

Pass in ITC certificate in Criminal Prosecution, Criminal Justice Administration or DWP/DH prosecutions

Pass in ITC RSPCA Prosecution Case Managers Programme Workplace Achievement Evidence of the applicant’s motivation and commitment to a degree programme of legal studies

2017 Entry

Typical entry requirements

UCAS Tariff points/Grades required

112-120

112-120 UCAS Tariff Points at A2 (Grades BBC-BBB) or acceptable alternatives e.g. BTEC Subsidiary Diploma, Diploma, Extended Diploma at Level 3 (Grades DMM)

General Studies A level not accepted.

Specific GCSE requirements

GCSE grade C in English Language.

Level 2 Functional Skills in English also accepted.

Non Tariffed Qualifications

A relevant Access to HE Diploma will be considered.

International Baccalaureate points

26 IB Diploma


IELTS score required for international students

6.5 with no element below 5.5

There’s further information for international students on our international website if you’re applying with non-UK qualifications.

Additional Requirements

In your application, you should outline your reason for choosing to study Law.

However, we have a flexible entry policy for part-time students to encourage applications from all backgrounds. We may choose to interview you if you do not fully meet the entry requirements, but we believe your application to be otherwise strong.

We look for enthusiasm and interest in legal learning, which may come through relevant work experience, but also for some evidence of ability to succeed. The School of Law is committed to a fair and accountable admissions process.

Accreditation of Prior Learning Accreditation of Prior Learning is permitted for the LLB in Legal Practice and adheres to SRA requirements. Each applicant is considered on a case by case basis. A recommendation is put forward by the Unit leader and a decision made by Programme Director.

This programme adheres to the University’s APL Policy and APL procedures.

NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus

29 Approved Variations/Exemptions from University Regulations

The programme will be compliant with the MMU Regulations for Undergraduate Programmes of Study except where the Professional and Regulatory Bodies require a variation. B10: students may receive condoned passes in whole units up to a total value of 30 credits at levels 3 and 4 where they achieve a weighted average mark in the Marginal Fail category (35 to 39) for the summative assessment(s) associated with each such unit. As recommended by the PSRB (BSB), students will also be given the opportunity for re-assessment in the element(s) of assessment that they have failed, in line with regulation B16. Additional to B10 Condonation for a marginal fail will be applied by the Assessment Board if they are satisfied that: a) There are exceptional circumstances in the student's case that are likely to have impacted on the student's performance; b) There is evidence of the student’s academic strength across the programme.

30 Programme Leader Responsibilities

In addition to the Programme Leader Responsibilities, the Programme Leader will be the primary point of liaison with the PSRBs to which the programme reports. NB: see guidance on University’s Management of Programme Delivery

31 Other Staff Responsibilities

Programme Management The Programme Director is responsible for;

http://www2.mmu.ac.uk/international/your-country/

http://www.mmu.ac.uk/academic/casqe/regulations/docs/APL_policy.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/APL_procedure.pdf

http://www2.mmu.ac.uk/study/

http://www.mmu.ac.uk/academic/casqe/regulations/assessment-regulations.php

http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf


Quality assurance monitoring and compliance in accordance with MMU procedures

Liaison with relevant Professional and Regulatory bodies

Liaison with and co-ordination of external examiners

The selection and appointment of marking tutors for formative assessments

Responsibility for summative assessment arrangements

Responsibility for the conduct of assessment boards

Overseeing arrangements for the annual induction and revision classes

Leading programme learning, teaching and assessment initiatives

Liaison with teaching teams over the production of programme materials, including the programme handbook

Chairing and co-ordinating programme committees

Overseeing admissions and recruitment matters

Co-ordination of student evaluation arrangements (as set out in section 33 of this document)

Investigation and response to student complaints Administration Manchester Law School (MLS) is responsible for;

Operating the programme admissions and recruitment processes

Maintaining student records and collecting tuition fees, including managing student debtors

Receiving exceptional factors applications

Entry onto MMU data systems Programme Delivery Preparation of written materials MLS will prepare a programme handbook MLS will prepare a unit guide for each programme unit which will include:

(i) Unit outcomes (ii) An explanation of assessment methods (iii) Formative assessment tasks (iv) Summative coursework tasks (v) A notional learning “timetable” for the unit in a calendarised form (vi) Learning activities for completion by the students, including reference to additional resources

Supplementary resources MLS will provide resources through Moodle including podcasts. Student Support MLS will be responsible for;

marking formative assessments and providing formative feedback to students

responding to student queries about administrative matters.

responding to student queries about IT matters

responding to students about pastoral care matters, including the provision of general study advice Students will be encouraged to post subject-specific academic queries on the programme student area of Moodle, These queries will be answered by MLS staff. Each cohort shall have an MLS academic tutor with responsibility for:

pastoral care issues

conducting the termly telephone reviews

liaising with MMU’s student services over exceptional factors applications submitted by students

liaising with MMU’s Disability Service about special arrangements for students, including personal

http://www.mmu.ac.uk/sas/studentservices/

http://www.mmu.ac.uk/sas/studentservices/learner-development/index.php


learning plans

providing academic references

presentation of results to the assessment boards Assessment MLS will oversee the marking and provision of feedback for formative assessments MLS will mark all summative assessments Assessment arrangements will be made by MLU In addition units will be led by a member of MLS staff who will act as unit leader. The unit leader’s responsibilities will consist of:

writing of learning materials

setting assessments (including formative assessments, mark schemes and marking guidance)

liaising with subject external examiners

internal moderation of summative assessment marking

dealing with subject queries

monitoring Moodle student area for subject related queries

participation in the work of the MLS Assessment Scrutiny Committee NB: see guidance on University’s Management of Programme Delivery

32 Student Support Strategy

Overall strategy The academic support strategy is informed by the particular needs of distance learning students. The objective is to meet MMU Educational Aims (1) and (2), namely to utilise flexible approaches to student support and to provide a supportive and inclusive learning environment which will enable success for all learners.

Generic academic student support is provided to all students in line with the guidance outlined in the University’s Student Handbook. Structures and procedures

Utilisation of user friendly and directive teaching materials incorporating a variety of written text and material in diagrammatic/pictorial form to address different learning styles.

Utilisation of interactive and visual/aural materials via the programme VLE to complement the teaching materials. This will include webcasts and interactive exercises.

Materials will have a “learning focus” in the sense that they will provide a narrative commentary on the subject areas covered focussing on learning techniques, time planning and skills development.

Formative assessment will occur continuously across the programme supported by detailed individual feedback. This will be a major tool for developing student learning and motivation.

Distance learning delivery will be supplemented by optional attended induction and revision sessions at the start and end of each unit.

Individual support will be available via e-mail, telephone and the programme website.

Students will be encouraged to utilise the programme discussion area to build study relationships with fellow students. An early task in the year 1 level 4 units will require students to enter into interactive postings on the discussion area in order to encourage future autonomous use of the


http://www.mmu.ac.uk/students/


facility.

MMU online learning support facilities will be available for all of the students enrolled on the programme. The formative assessments referred to above will also have a diagnostic function allowing those students who will benefit from use of the online facilities to be identified and specifically directed to them.

Each student will be allocated an MMU “academic tutor” for each year of the programme. The primary role of the tutor is to act as the contact point for the student’s personal development planning primarily through a termly telephone conversation.

The MMU Disability Service will formulate Personal Learning Plans for those students who identify themselves as requiring special arrangements where the condition is verified by independent evidence to the satisfaction of MMU.

33 Student Evaluation

Formal Arrangements

Formal student evaluation will largely take the form of on-line student questionnaires.

Focus groups will be used at the taught revision sessions.

Student representatives will be invited to attend programme committee meetings (which meet at least twice per academic year) and/or to participate in the committee meetings through telephone conferencing facilities.

Informal Arrangements

Students will be invited to post comments and feedback via the programme website discussion forum on an ongoing basis.

Analysis and Response

Student opinion will be analysed and formally reported on as part of the programme continuous monitoring and improvement procedures.

A summary of student feedback will be posted annually on the programme website together with a response from the programme leader.

Informal ad hoc comments will be responded to by the programme leader. Where they have general application the response will be made available to the cohort.

Student feedback mechanisms and responses to student feedback will ensure the anonymity of individual students unless this is not possible for reasons of practicality.

The Programme complies with current institutional evaluation guidance. NB University guidance on Evaluation of Student Opinion is available from the CASQE

34 Engagement with Employers

Manchester Law School has close links with the North West legal profession. It operates various pro bono initiatives in conjunction with a range of partners. It is also a well-established provider of the vocational Legal Practice Course and Bar Professional Standards Board.

This Programme Specification provides a concise summary of the main features of a Programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he take full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the definitive document and student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education.

http://www.mmu.ac.uk/sas/studentservices/learner-development/index.php

http://www.mmu.ac.uk/academic/casqe/experience/voice/docs/evaluation_of_opinion.pdf

Appendix I

RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S) Please provide a map that identifies how benchmark statements are achieved within the course SEE OVER PAGE FOR APPENDIX I

Appendix I (page 1)

Contract

L4

Tort

L4

LSS

L4

Public

L4

Crime

L5

Option

L5

EU

L5

Land

L5

Equity

L6

PSP

L6

Practice

Option L6

Practice

Option L6

Pervasive

PDP

Comments

Knowledge

Principal features of English Legal Systems

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Learning

outcome for

tort and LSS

Study in depth and in context of some substantive areas of the legal system

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Application and problem solving

Application and problem solving

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Learning

outcome

contract

Handling facts and applying

Abstract concepts ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Sources and research

Identify issues for research

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Learning

outcome

contract, land

and PSP

Identify and retrieve

legal information

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Learning

outcome

contract, land

and PSP

Use primary and secondary sources ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Learning

outcome

contract, EU,

crime and

equity

Appendix I (page 2)

Contract

L4

Tort

L4

LSS

L4/L5

Public

L4

Crime

L5

Option

L5

EU

L5

Land

L5

Equity

L6

PSP

L6

Practice

Option

L6

Practice

Option

L6

Pervasive

PDP

Comments

Critical judgment & evaluation

Analysis and Synthesis ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Learning

outcome

LSS, crime,

family and

equity

Critical evaluation ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Learning

outcome

LSS, crime,

family and

equity

Autonomy & ability to learn

Independent learning

(limited guidance) ✓

✓ ✓

Ability to reflect critically

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Learning

outcome

LSS, crime,

Family and

equity

Written communication ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Learning

outcome in

LSS,

contract,

land, PSP

and practice

options

Oral Communication ✓

Handling complex legal problems

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Appendix I (page 3)

Contract

L4

Tort

L4

LSS

L4/L5

Public

L4

Crime

L5

Option

L5

EU

L5

Land

L5

Equity

L6

PSP

L6

Practice

Option

L6

Practice

Option

L6

Pervasive

PDP

Comments

Communication literacy

Understand and make use of numerical

Statistical information ✓

✓ ✓

✓ ✓ Learning

outcome

public law,

probate law,

the practice

of company

and

partnership

law, the

practice of

probate law

Information technology ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Working in teams of groups ✓ ✓

Learning

outcome in

LSS

Appendix II

JASB JOINT

STATEMENT

Contract

L4

Tort

L4

LSS

L4

Public

L4

Crime

L5

Option

L5

EU

L5

Land

L5

Equity

L6

PSP

L6

Practice

Option L6

Practice

Option L6

Pervasive

PDP

Comments

Knowledge

Knowledge and understanding of fundamental doctrine and principals which underpin the Law of England and Wales

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Basic knowledge of sources of law and ELS ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Knowledge and understanding of

legal concepts values, principles and

rules and of their relationship

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Research and analysis from primary

sources and their application ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Oral and written communication ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

General Transferable Skills

Apply knowledge to complex

situations ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Recognise potential alternative

conclusions and provide supporting

reasons

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Select key issues for research and

formulate with clarity ✓ ✓ ✓ ✓ ✓

Contract

L4

Tort

L4

LSS

L4/L5

Public

L4

Crime

L5

Option

L5

EU

L5

Land

L5

Equity

L6

PSP

L6

Practice

Option

L6

Practice

Option

L6

Pervasive

PDP

Comments

Use paper and electronic resources to

produce up-to-date information ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

To make a personal and reasoned

judgment based on an informed

understanding of standard arguments

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Use English language and legal

terminology with care and accuracy ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Efficient website searching and

use of email ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

To produce word processed text presented

appropriately ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Contract

L4

Tort

L4

LSS

L4/L5

Public

L4

Crime

L5

Option

L5

EU

L5

Land

L5

Equity

L6

PSP

L6

Practice

Option

L6

Practice

Option

L6

Pervasive

PDP

Comments

Use paper and electronic resources to

produce up-to-date information ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

To make a personal and reasoned

judgment based on an informed

understanding of standard arguments

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Use English language and legal

terminology with care and accuracy ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Efficient website searching and

use of email ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

To produce word processed text presented

appropriately ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

APPENDIX III FOUNDATIONS OF LEGAL KNOWLEDGE

LLB IN LEGAL PRACTICE SUBJECT

JOINT STATEMENT CREDITS

TORT OBLIGATIONS 30 CREDITS

CONTRACT OBLIGATIONS 30 CREDITS

PUBLIC LAW INCLUDING CONSTITUTIONAL & ADMINISTRATIVE LAW AND HUMAN RIGHTS

30 CREDITS

CRIMINAL LAW CRIMINAL LAW 30 CREDITS

EU LAW LAW OF THE EUROPEAN UNION

30 CREDITS

LAND LAW PROPERTY LAW 30 CREDITS

EQUITY EQUITY AND THE LAW OF TRUSTS

30 CREDITS

LEGAL RESEARCH WILL PERVADE THE ABOVE SUBJECTS. IT IS A LEARNING OUTCOME IN CONTRACT LAW, EU LAW, LAND LAW AND CRIMINAL LAW. IT WILL ALSO BE SPECIFICALLY ASSESSED IN THE LEVEL 6 UNIT PROFESSIONAL SKILLS IN PRACTICE UNIT

APPENDIX IV CALENDARISED CURRICULUM MAP

Year 1

Legal System and Society Level 4 30 credits

Contract Law 30 credits Level 4

Tort Law 30 credits Level 4

Year 2

Public Law 30 credits Level 4

Criminal Law 30 credits Level 5

Law subject option - Family law, Employment law, The Law of Wills and Succession, Company and Partnership Law 30 credits Level 5

Year 3

Land Law 30 credits Level 5

EU Law 30 credits Level 5

Practice Elective – Civil Litigation, Criminal Litigation, The Practice of

Employment Law, The Practice of Company and Partnership Law, The Practice of Probate Law, The Practice of Family Law 30 credits Level 6

Year 4

Equity and Trusts 30 credits Level 6

Professional Skills in Practice 30 credits Level 6

Practice Elective – Civil Litigation, Criminal Litigation, The Practice of Employment Law, The Practice of Company and Partnership Law, The Practice of Probate Law, The Practice of Family Law, Conveyancing 30 credits Level 6

APPENDIX V PROGRAMME ASSESSMENT CRITERIA A generic set of assessment criteria has been developed for the non-practice subjects (i.e. all subjects excluding Professional Skills in Practice and the two practice options). The generic criteria differentiate between the standards expected at levels 4, 5 and 6 and between coursework and examination. The weighting attached to the elements of the criteria will vary according to the nature of the assessment in a particular subject. For example, if a learning outcome is specifically assessed in an element of assessment the weighting attached to that outcome will reflect this. Further detail can be found in the unit specifications. The criteria are set out over the page. The practice related subjects (Professional Skills in Practice and the two practice options) will be marked according to detailed mark schemes in line with the existing practice for CILEx accredited assessments. This practice is also well established on other vocational programmes such as the Legal Practice Course and the Bar Professional Training Course.

LEVEL 4 - LLB STEP MARKING DESCRIPTORS FOR EXAMINATIONS AND EXTENDED WRITING

GRADE DESCRIPTORS The following are general guidelines of the level of work that would be expected in order to achieve the relevant grade.

FIRST CLASS 70%-100%

The work is communicated fluently and creatively in the appropriate form with precise use of English.

The structure is clear and logical and the arguments flow from one to the next, but there may be some irrelevant material or repetition.

The law has been clearly and accurately explained and there may be some limited understanding of the wider context.

There is a reasonable application of the law to the facts in the question. Justifiable conclusions are reached.

Competing arguments are identified and there may be evidence of some basic critical analysis.

Appropriate primary and secondary sources have been identified and properly used, but there may be no assessment of the value those sources.

UPPER SECOND CLASS 60%-69%

The work is communicated clearly and confidently in the appropriate form and the writing style is very good

The structure will be reasonably well thought out and logical. There may be some irrelevant material that does not address the question.

The answer will have a largely accurate description of the relevant law, however, it might not be complete in some respects. No reference to the wider context in which the law operates.

There is a reasonable attempt to deal with the main issues in the question with mostly accurate application of the law to the facts. The conclusions drawn are generally justifiable.

There is a fair description of the key arguments, but there is no evidence of critical analysis.

A limited number of primary and secondary sources will have been used, but there may be the occasional omission of a key case or other key text.

LOWER SECOND CLASS 50%-59%

The work is communicated effectively in the appropriate form and generally free of spelling mistakes and grammatical errors.

The structure will be adequate, but at times may be unclear / illogical with paragraphs not flowing smoothly into each other. There may be a lot of irrelevant material and repetition.

There is basic knowledge of the law and the main legal points are described and explained, but they may be some errors or omissions. No reference to the wider context in which the law operates is expected.

Only the key issues will have been discussed and the application of the law to the facts might be weak in places. Some very basic conclusions are drawn.

There is basic comment on the key legal arguments, but no critical evaluation.

There will be reference to a very small number of key sources, and some of those sources may be misused / incorrect.

THIRD CLASS 40%-49%

The work is clearly communicated in the appropriate form, but at times may contain some elements of weak expression.

The structure will be poor and confused at times. There may be a lot of irrelevant material and repetition.

The level of knowledge shown will be superficial and there will be inaccuracies in the description of the law.

Only a few key issues will have been addressed and the application of the law to the facts will be poor and contain several errors and omissions. The conclusions may be inappropriate, or in some cases not drawn at all.

There will be no critical analysis at all.

There will be barely any reference to sources. The sources may be incorrect.

MARGINAL FAIL 35%-39%

The communication of the work is inadequate and will be clumsy and contain a number of grammatical and spelling errors.

No logical structure with the work jumping between points / topics haphazardly.

There is a poor attempt to describe the law which will contain serious omissions and inaccuracies.

Very few of the issues will have been identified, and the application of the law will generally be weak and demonstrate a fundamental lack of understanding. The conclusions will be inappropriate. The work may also be incomplete.


There will be very few or no references to the relevant sources. The sources may be incorrect.

CLEAR FAIL 0% - 34%

The communication of the work will be very weak and may not be in the appropriate form.

Structurally incoherent.

There is very little legal content and what there is will be inaccurately described.

Fails to address the key issues in any meaningful way.

There will be no critical analysis.

There will be no references to the relevant/appropriate sources.





The structure is well conceived and clearly signposted making the discussion easy to follow.

The law is clearly and accurately explained with a very good level of understanding and there is understanding of the wider context.

The law is confidently applied to most of the issues in the question, but some of the more nuanced points may have been omitted. Justifiable conclusions are reached and there may be limited speculation about alternative scenarios and conclusions where appropriate.

There is the ability to identify, analyse and balance the key arguments with evidence of critical evaluation where appropriate.

There is very good reference to primary and secondary sources to support the points, although there may be little attempt made to assess the value of those sources.


The work is communicated clearly and confidently in the appropriate form and the writing style is very good

The structure is clear and logical and the arguments flow from one to the next, but there may be some irrelevant material or repetition.




Appropriate primary and secondary sources have been identified and properly used, but there may be no assessment of the value those sources.



The structure will be reasonably well thought out and logical. There may be some irrelevant material that does not address the question.

The answer will have a largely accurate description of the relevant law, however, it might not be complete in some respects. No reference to the wider context in which the law operates.

There is a reasonable attempt to deal with the main issues in the question with mostly accurate application of the law to the facts. The conclusions drawn are generally justifiable.


A limited number of primary and secondary sources will have been used, but there may be the occasional omission of a key case or other key text.

THIRD CLASS 40%-49%

The work is communicated in the appropriate form, but at times may contain some elements of weak expression.

The structure will be adequate, but at times may be unclear / illogical with paragraphs not flowing smoothly into each other. There may be a lot of irrelevant material and repetition.

There is basic knowledge of the law and the main legal points are described and explained, but they may be some errors or omissions. No reference to the wider context in which the law operates is expected.

Only the key issues will have been discussed and the application of the law to the facts might be weak in places. Some very basic conclusions are drawn.




The communication of the work is inadequate and is likely to contain a number of grammatical and spelling errors.



Only a few key issues will have been addressed and the application of the law to the facts will be poor and contain several errors and omissions. The conclusions may be inappropriate, or in some cases not drawn at all.



CLEAR FAIL 0% - 34%


No logical structure with the work jumping between points / topics haphazardly.

There is a poor attempt to describe the law which will contain serious omissions and inaccuracies.

Very few of the issues will have been identified, and the application of the law will generally be weak and demonstrate a fundamental lack of understanding. The conclusions will be inappropriate. The work may also be incomplete.


There will be very few or no references to the relevant sources. The sources may be incorrect.





The structure is well conceived and clearly signposted. The paragraphs are clearly linked and create a seamless piece of work. The

discussion of issues is in proportion to their importance.

There is authoritative knowledge of the law and a clear grasp of the wider context in which the law operates.

The law is convincingly applied to the issues in the question, and sophisticated conclusions are reached. There may also be

speculation about alternative scenarios and conclusions which are extrapolated with precision.

There is the ability persuasively to assess the strengths and weaknesses of the key arguments and very good critical analysis /

evaluation.

There is extensive reference to primary and secondary sources to support the points, and there is also assessment of the value

those sources.


The work is communicated clearly and confidently in the appropriate form and the writing style is very good.

The structure is well conceived and clearly signposted making the discussion easy to follow.

The law is clearly and accurately explained with a very good level of understanding and there is understanding of the wider context.

The law is confidently applied to most of the issues in the question, but some of the more nuanced points may have been omitted.

Justifiable conclusions are reached and there may be limited speculation about alternative scenarios and conclusions where

appropriate.

There is the ability to identify, analyse and balance the key arguments with evidence of critical evaluation where appropriate.

There is very good reference to primary and secondary sources to support the points, although there may be little attempt made to

assess the value of those sources.



The structure is clear and logical and the arguments flow from one to the next, but there may be some irrelevant material or

repetition.




Appropriate primary and secondary sources have been identified and properly used, but there may be no assessment of the value

those sources.

THIRD CLASS 40%-49%

The work is communicated in the appropriate form, but at times may contain some elements of weak expression.

The structure will be reasonably well thought out and logical. There may be some irrelevant material that does not address the

question.

The answer will have a largely accurate description of the relevant law, however, it might not be complete in some respects. No

reference to the wider context in which the law operates.

There is a reasonable attempt to deal with the main issues in the question with mostly accurate application of the law to the facts.

The conclusions drawn are generally justifiable.


A limited number of primary and secondary sources will have been used, but there may be the occasional omission of a key case or

other key text.


The communication of the work is inadequate and is likely to contain a number of grammatical and spelling errors.

The structure will be adequate, but at times may be unclear / illogical with paragraphs not flowing smoothly into each other. There

may be a lot of irrelevant material and repetition.

There is basic knowledge of the law and the main legal points are described and explained, but they may be some errors or

omissions. No reference to the wider context in which the law operates is expected.

Only the key issues will have been discussed and the application of the law to the facts might be weak in places. Some very basic

conclusions are drawn.



CLEAR FAIL 0% - 34%




Only a few key issues will have been addressed and the application of the law to the facts will be poor and contain several errors

and omissions. The conclusions may be inappropriate, or in some cases not drawn at all.



SECTION G – POINTS OF REFERENCE

Internal

University Policy documents:

University Mission and Strategic Aims Programme Approval, Review and Modification Procedures outlined on the Centre for

Academic Standards & Quality Enhancement website

Relevant University Assessment Regulations for Programmes of Study - Undergraduate

University Curriculum Framework (Undergraduate)

MMU Strategy for Learning, Teaching and Assessment

Institutional Code of Practice for the Assessment of Students

University Standards Descriptors

University's Equality and Diversity Policy

University Academic Ethics Framework

Student Engagement Policy

Programme Handbooks

Management of Programme Delivery

Policy for Accreditation of Prior Learning

Recruitment and Admissions Policy

Programme Specific Information:

Previous Programme Approval/Review/Modification Report (16 December 2010)

Staff Research

Departmental Professional/Industrial Advisory Committees

Staff/Student Liaison Committees

External

QAA Subject Benchmark statement

QAA Framework for HE Qualifications

QAA Quality Code

PSRB visit reports

PSRB requirements

External Examiner reports

http://www.mmu.ac.uk/about/corporate-strategy/

http://www.mmu.ac.uk/academic/casqe/event/

http://www.mmu.ac.uk/academic/casqe/event/

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php

http://www.mmu.ac.uk/academic/casqe/regulations/curriculum-frameworks.php

http://www.celt.mmu.ac.uk/ltastrategy/index.php

http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_icp.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_procedures.pdf

http://www2.mmu.ac.uk/humanresources/a-z/policies/equality-and-diversity-policy/

http://www2.mmu.ac.uk/rke/ethics-forms/

http://www.mmu.ac.uk/academic/casqe/regulations/docs/student_engagement_policy.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/prog_handbooks.pdf


http://www.mmu.ac.uk/academic/casqe/regulations/docs/APL_policy.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/admissions_policy.pdf

SECTION H Approved Modifications to Programme Specification since Approval/Last Review The following log provides a cumulative of minor and major modifications made to the Programme Specification since its approval/last review.

FAQSC Reference (or PARM ref for Major Modifications requiring strategic approval)

Programme Specification Title (specify award titles/routes affected by change)

Brief Outline of Minor Modification/ Major Modification (Minor - include level & title of units & a brief description of modification) (Major - include details of change such as new routes, pathways etc)

Date of FAQSC Approval (or PARM event)

Approval effective from:

Details of cohort of students who will be affected by the modification (eg students entering Level 5 wef September 2014 onward)

PARM-16-029 LLB Legal Practice Discontinuation of the collaborative partner – CILEX as from September 2016

23/03/2016 September 2016 Students entering level 4