Manchester Law School Home Department/ School/ Institute Manchester Law School 11 Home Faculty Faculty of Business and Law 12 UCAS code(s) NA Collaborative Arrangements (where relevant)

Faculty of Business and Law

Manchester Law School

Graduate Diploma in Law (CPE)

Periodic Review

29 March 2012

Programme Specification

Programme Specification: Date: Author:

Page 1 of 26

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: 29 March 2012

2 Effective date of Approved/Reviewed Programme Specification:

01/09/2012 - 31/08/2017

3 This Version effective from: September 2016

4 Version number: GDL/Sep12/V4

Students who commenced their study on awards within this programme specification prior to 01/09/2012 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


Page 2 of 26

CENTRE FOR ACADEMIC STANDARDS & QUALITY ENHANCEMENT

Programme Specification

0 Brief Overview

(i) Brief Descriptive Summary

The GDL is your first step towards a successful legal career. Designed for non-law graduates, it equips you with the legal knowledge that you need to train as a lawyer. The course will help you think and act like a legal professional – you will study the core legal areas you need to complete the first stage of legal training. It is thorough and rigorous, leaving you fully prepared for the next level of training as a solicitor (on the LPC) or barrister (on the BPTC). It is also flexible – you can study full-time over a year, or part-time over two years.

(ii) Articulation of Graduate Prospects Following the GDL, most successful students go on to work or further study. Most (90% or more) carry on with their legal studies to either train as a solicitor (by undertaking the Legal Practice Course) or a barrister (by undertaking the Bar Professional Training Course). Many students secure positions working in the legal sector. Many students are already working in legal services whilst studying.

General Information

1 Overarching Programme Specification Title


2 Final award(s)/title(s)

(including any PSRB final awards conferred – mark these as “PSRB Award”)


Graduate Diploma in English and Hong Kong Law (CPE) (Hong Kong Franchise Programme)

Common Professional Examination (PSRB Award)

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

Subject(s): NA Final Awards: NA

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

NA

5 Mode(s) (only include duration where there is a PSRB requirement for limited duration )

Full Time (1 year) (Home) Part Time (2 years) (Home) Part Time (GDLEHK) (2 years) (Hong Kong)

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 completion of programme)

Manchester Metropolitan University Joint Academic Stage Board (PSRB)

8 Teaching institution(s) (include collaborative partners where appropriate – if more than one award in programme specification, indicate which are taught by partner)

Manchester Metropolitan University Hong Kong University School of Professional and Continuing Education (HKU SPACE)

9

Relationship with Foundation Year (if more than one award in programme N/A

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


Page 3 of 26

specification, indicate which have links with Foundation Year)

Administrative Details

10 Home Department/ School/ Institute

Manchester Law School

11 Home Faculty

Faculty of Business and Law

12 UCAS code(s)

NA

Collaborative Arrangements (where relevant)

13 Approved Collaborative partner(s)

(provide name of partner(s) and type of partnership)

Partner Name Type of Collaborative Partnership

Hong Kong University School of Professional and Continuing Education (HKU SPACE)

Franchise Arrangement

14 Other Approved Academic Partnership(s) (other than collaborative)

Partner Name Type of Academic Partnership

N/a N/a

Approval Status

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

(i) Latest review/approval 29 March 2012

(ii) Length & Dates of Period of approval given In (i) above:

Years: 6 Years

From: 01 September 2012

To: 31 August 2017

(iii) Major Modifications to Programme Specification

None

16 Next Scheduled Review Date: 2016/17 (PSRB 5 year revalidation requirement)

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 2012

External References/Relationships

18 QAA Benchmark Statement(s)

The QAA Law Benchmark Statement is not applicable as the GDL is not an honours degree. The GDL is benchmarked against the PSRB Course Aims and Learning Outcomes.

19 PSRB(s) associated with final award of any route within the

Solicitors Regulation Authority (SRA) & the Bar Standards Board (BSB)


Page 4 of 26

programme specification (ie those which offer professional status/membership/license to practise as result of successful completion of the final award as included in the University PSRB database)

Standing Committee on Legal Education and Training (HK) in conjunction with The Hong Kong Conversion Examination Board (PCEA)

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

SRA / BSB Start Date: March 2012 Outcome: Approved Period of Approval: September 2018 PCEA Start Date: March 2012 Outcome: Approved Period of Approval: November 2016

Programme Information

21 University and Programme Educational Aims

(i) 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.

(iv) Programme Educational Aims: (as specified by the JASB)

To:

provide an academically rigorous programme of legal education designed to prepare the non Law graduate for entry to the Vocational Stage of training;

provide a sound foundation upon which the non Law graduate can develop the legal knowledge and competencies necessary for a career in legal practice;

enable the acquisition of a sound knowledge for those areas of law which are generally considered to be fundamental to any study of law (i.e. the 7 Foundations of Legal knowledge Subjects) and at least one additional area;

ensure the acquisition of knowledge and understanding of the English Legal System and process;

ensure an appreciation between national and community law;

enable the non Law graduate to analyse legal problems and provide a range of solutions to them using primary materials;

enable the non Law graduate to conduct legal research (using both hardcopy and electronic resources), with particular emphasis on primary sources;

develop in the non Law graduate the range of skills previously acquired, in a legal context,

MMU Programme Specification: (Insert Programme Specification Title) __________________________________________________________________________________________


Page 5 of 26

that contribute to academic study, solving problems and communicating effectively;

enable the non Law graduate to transfer and apply both knowledge and skills in one legal context to another;

develop in the non Law graduate a capacity for critical assessment of the law; and

develop in the non Law graduate the ability to use and recognise the potential of IT in the context of Law and Legal Studies



Page 6 of 26

22 Final 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

Programme Specific Outcomes

(i) Final Award Learning Outcomes (as specified by the JASB)

On completion of the GDL / GDLEHK (CPE) the student will be able to:

demonstrate an awareness and understanding of the areas of Law studied, of the legal process and the inter-relationship between different areas of Law in a national and European context;

identify, find and use a range of sources of legal information, including IT, to assist in legal study and to extract the essential points from that information;

analyse legal information and apply it to the solution of problems;

communicate legal information efficiently and effectively both orally and in writing;

assume responsibility for the continuing development of his/her own legal education and competence.

(ii) Combined Honours Learning Outcomes

Not Applicable for this programme

(iii) Pass Degree Learning Outcomes

Not Applicable for this programme

23 Interim Award Learning Outcomes eg for BA/BSc (Hons) – include Level 4 and 5 but NOT Level 6; for Level 7- PGCert & PGDip but NOT MA/MSc

N/A



Page 7 of 26

24 Teaching/Learning and Assessment Strategy

(i) Curriculum Design

The programme team have designed the curriculum to meet the JASB requirements for a CPE programme. In accordance with the policies of the JASB, the curriculum must include the 7 designated Foundations of Legal Knowledge subjects and 8th Legal Subject and must incorporate the skill of Legal Research.

The learning outcomes for the programme feature a mixture of knowledge and skills based content. Delivery integrates skills into the teaching of the 7 foundations of legal knowledge subjects. Further, the teaching and assessment of the additional 8th Legal Subject (procedure, evidence or ethics) is delivered via discrete skills workshops. The rationale behind this approach is to encourage students to recognise that the skills they are acquiring are generic rather than subject-specific.

The curriculum for the full time and the part time programme, and the Hong Kong programme has been fully aligned.

Teaching and Learning Strategies

Standard Model for Delivery and Assessment

Home programmes (FT & PT)

FT students study eight 30-credit units in one academic year and PT students study four per year.

PSRB requirements determine curriculum design. The University’s Academic Board has approved the inclusion of a new University award which allows for a credit value of 240 credits in 1 year pro rata, and the appropriate variations / exclusions have been sought and granted by the Academic Development Committee from the University Assessment Regulations and the Academic Curriculum Framework

The ethos of the programme is that students should be active learners. In line with this objective, the primary mechanism for student learning will be workshops with supported student centred preparation exercises. The format of workshops will vary. Typical workshop activities will include exercises based on student preparation, problems or case scenarios requiring students to research and report back / advise, utilising discussions, presentations and debates/moots. Learning outcomes for each workshop enable students to recognise their transferable skills acquisition as well as their knowledge. The aim is to increase the level of student engagement in task-based learning and allow for greater emphasis on development. It will also enable students to become independent autonomous learners. Some workshops will be delivered online via the VLE.

Lectures will support student learning, which may be supplemented by podcasts. The lectures will complement the workshop activities.

Use of the University’s VLE platform will support learning.

Hong Kong

As well as meeting the JASB requirements for curriculum design, the Hong Kong franchise is designed to provide full exemption from the Hong Kong Conversion Examinations; in turn, this grants eligibility for admission to the Hong Kong Post Graduate Certificate in Laws (PCLL). The PCLL is the Hong Kong equivalent of the Legal Practice Course (for prospective solicitors). In order to meet the design requirements, the focus on the 8th legal subject is the three ‘top-up’ subjects (Hong Kong Constitutional Law, Hong Kong Legal System and Hong Kong Land Law) specified by the Standing Committee on Legal Education and administered by the PCEA.

The Hong Kong Programme is delivered part time over 2 years. Lectures are delivered by MMU staff who travel to Hong Kong in the Autumn and Spring Terms, and by ‘local’ tutors from HKU SPACE who deliver lectures and workshops (written by MMU unit teams). There is greater emphasis placed on lectures in Hong Kong than in Manchester, which is for a mix of



Page 8 of 26

cultural and practical reasons.

Hong Kong students have access to Moodle to support their studies. They also utilise SOUL which is the VLE utilised by HKU SPACE.

Assessment

The JASB tightly prescribes the assessment regime for all modes. Each of the 7 foundations of legal knowledge units must be assessed by closed book unseen examinations. The JASB permits Unit teams to use coursework to a maximum of 30%. (The MMU programme team chose to have 75% examination / 25% coursework).

The balance, load and appropriateness of assessment have been examined as part of the review process.

The diet of summative assessment is constructively aligned and designed to manage the high assessment burden. Each foundation of legal knowledge unit is assessed by examination (as required); Two units will be assessed by examination (75%) and coursework (25%): Tort (year 1) and Equity & Trusts (year 2). Legal Skills and Practice (the 8th Legal Subject) will be assessed by way of a test (10%) and moot (legal oral presentation) (90%).

In Hong Kong, Additional Legal Subjects will be assessed by 2 discrete tests in Hong Kong Legal System and Hong Kong Land Law, and a piece of coursework on Hong Kong Constitutional Law.

Each unit has outcomes that are both skills and knowledge based. The details of the form of unit assessments are set out in the unit specifications.

The programme has assessment criteria that can be found at appendix iv.

Formative assessment

The provision of effective and forward pointing feedback is a vital tool for the development of learners. Accordingly, there will be an opportunity for formative assessment in each unit.

Personal Development Planning (PDP)

PDP is embedded into the workshop process (refer to paragraph 26 of this specification for more information).

Student development

The programme is delivered across 1 academic year (pro rata) and each of the units are examined at level 6. The assessments are designed to allow for some development in that the lower level learning outcomes (e.g. describe / remember) are tested at the beginning of the programme. Higher level learning outcomes are tested in coursework, mooting and examinations, which progress throughout the academic year.

(ii) Programme Specific Assessment Criteria

If these differ for specific awards within the programme specification provide details for each award in addition to programme criteria

Information about assessment criteria can be found at Appendix iv.



Page 9 of 26

25 Programme Structure

(i) Engagement with the University’s Uniwide Language Provision

N/A : This is not an undergraduate degree programme and PSRB requirements regarding curriculum and course design do not envisage any inclusion of languages. There is no space within the structure of the programme for the inclusion of languages. A new award has been designed especially to accommodate the requirements of the PSRB because there are 8 core units.

(ii) 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

Graduate Diploma in Law (CPE):

Curriculum Map (Manchester):

Core Units Level / credit value Year of Study Method of assessment

Contract Law 6 / 30 FT & Yr1 Examination

Public Law 6 / 30 FT & Yr1 Examination

Law Of Torts 6 / 30 FT & Yr1

Coursework and Examination

Legal Skills And Practice

6 / 30 FT & Yr1

Examination & Oral Presentation/ Moot

Criminal Law 6 / 30 FT & Yr2 Examination

Equity And Trusts 6 / 30 FT & Yr2

Coursework and Examination

Law Of The European Union

6 / 30 FT & Yr2 Examination

Land Law 6 / 30 FT & Yr2 Examination

Curriculum Map (Hong Kong):

Core Units Level / credit value Year of Study Examination

Contract Law 6 / 30 1 Examination

Public Law 6 / 30 1 Examination / Examination

Law Of Torts 6 / 30 1 Coursework and Examination

Law Of The European Union

6 / 30 1 Examination

Criminal Law 6 / 30 2 Examination

Equity And Trusts 6 / 30 2 Coursework and Examination

Land Law 6 / 30 2 Examination

Additional Legal Subjects

6 / 30 2 2 x test; 1 x coursework



Page 10 of 26

Level 6

Core Units

Code Status (if applicable)ie- Pre/Co-requisites- Excluded units

Unit Title No of credits

456Z0300 None CONTRACT LAW 30

456Z0301 None

CRIMINAL LAW 30

456Z0302 None

EQUITY AND TRUSTS 30

456Z0303 None

LAW OF THE EUROPEAN UNION 30

456Z0304 None

LAND LAW 30

456Z0305 None

LEGAL SKILLS AND PRACTICE 30

456Z0306 None

PUBLIC LAW 30

456Z0307 None

LAW OF TORTS 30

N.B. Due to PSRB requirements, students must pass the first element of assessment of Legal Skills and Practice (the examination in English Legal System) or withdraw from the programme. The assessment takes place at the beginning of the programme.

On successful completion of Level 6 –

240 Credits: Final exit award: Graduate Diploma in Law (CPE)

Graduate Diploma in English and Hong Kong Law (CPE):

Level 6

Core Units

Code Status (if applicable)ie- Pre/Co-requisites- Excluded units

Unit Title No of credits

456Z0400 None

CONTRACT LAW 30

456Z0401 None

CRIMINAL LAW 30

456Z0402 None

EQUITY AND TRUSTS 30

456Z0403 None

LAW OF THE EUROPEAN UNION 30

456Z0404 None

LAND LAW 30

456Z0405 None

ADDITIONAL LEGAL SUBJECTS 30

456Z0406 None

PUBLIC LAW 30

456Z0407 None

LAW OF TORTS 30

N.B. Due to PSRB requirements, students must pass the first element of assessment of Public Law (the examination in English Legal System) or withdraw from the programme. The assessment takes place at the beginning of the programme.

On successful completion of Level 6 –

240 Credits: Final exit award: Graduate Diploma in English and Hong Kong Law (CPE)



Page 11 of 26

26 Personal Development Planning

The undertaking of any CPE programme by any student is usually because non Law graduates wish to pursue of a career as a solicitor or barrister. In addition, students are all graduates or of academic standing (mature or with an overseas qualification) such that their personal development is already at a more advanced stage than that of an undergraduate.

The enhancement of graduate skills and refocus to legal skills and attributes is embedded in the programmes via the aims and outcomes. Within the programme delivered at MMU in Manchester, as well as the enhancement of skills through the 7 foundations of legal knowledge, the Legal Skills and Practice unit is designed to enhance Personal Development Planning by allowing students to investigate a wider professional context for their academic studies.

Each student has a personal tutor with whom they are encouraged to meet regularly to discuss their learning achievements and careers plans.

Students have an opportunity to train and work with the many partners of the School of Law’s Pro Bono Scheme to boost their development and plan for the future.

There are many careers events and speakers organised by the School’s Careers and Employability Advisor, and students are provided with the necessary information to make choices and hit deadline applications for further study, work experience and training contracts / pupillages.

In Hong Kong, students attend additional skills sessions to support their personal and professional development.

27 Placement and/or Work-based Learning Activities

N/A

28 Programme Specific Admission Requirements If these are standard University admission requirements indicate this by including “Standard University Admission Requirements”. If different from standard, provide details for each award in addition to programme level requirements.

In order to be admitted to the GDL programme, students must hold either a Degree from a University of the United Kingdom/R.O.I., or a Certificate of Academic Standing from the Bar Standards Board (BSB) or satisfactorily undergo an APL (accreditation of prior experience and learning) assessment (see below).

The minimum requirement for students intending to undertake the BPTC is an Lower Second Classification.

Certificates of Academic Standing are granted by the BSB to students with Honours Degrees from recognised overseas universities, or to mature students who do not have a degree but can show sufficient work experience. Individual applicants may be considered for admission with accreditation of prior learning in accordance with the University’s Policy and Procedures for the Accreditation of Prior Learning. Applicants must show that they have a good command of both written and spoken English. Overseas students without English as their first language must normally have an IELTS score of 7.5 or be able to prove proficiency in English to an equivalent standard. B 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

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/



Page 12 of 26

29 Approved Variations/Exemptions from University Regulations

GDL has an approved set of bespoke regulations

Three assessment points – ‘Additional Legal Subjects’ (456Z0408)

This is a variation from the Undergraduate Curriculum Framework which was approved by Academic Board Committee on 18th January 2012.

The request for variation to the undergraduate curriculum framework, to allow for three assessment points for a 30 credit unit for the Hong Kong course, was approved by Academic Development Committee on 18th January 2012. The committee noted that the request related to Hong Kong provision only in order to satisfy the requirements of the local PSRB, and would apply to one unit called ‘Elements of Hong Kong Law’. The name, but not the substance of the unit has been amended to ‘Additional Legal Subjects’ following a request from HKU SPACE.

Resit Cap

Approved February 2014. Where a student resits or resubmits the 40% cap should be applied to the element of assessment and not the overall unit mark. Variation from B13 of the MMU regulations and amending the wording of B17 of the current GDL Assessment regulations. GDL B17 new wording:

The mark for any element of assessment in which a student is re-assessed shall be capped at 40%, except where a student is being re-assessed as if for the first time with or without attendance under regulation B.22, in which case no mark cap shall be applied.

30 Programme Management Arrangements

Reporting to the Head of Department, the GDL Programme Director has overall responsibility for the strategic and operational leadership of the GDL in Manchester and in Hong Kong. To assist with the operational delivery of the programme there is a Programme Leader (FT 7 HK) and a Programme Leader (PTY1 & Admissions). There is further a Programme Leader for the GDLEHK / Link Tutor in Hong Kong (employed by HKU SPACE).

The team are in constant contact and collaboration via email and telephone with the link tutor in Hong Kong in terms of issues of management with the Hong Kong franchise. S/he attends all Assessment Boards meetings in the UK and effectively runs the operational aspects of the franchise in consultation with the programme team and Head of Department in Manchester.

NB: see guidance on University’s Management of Programme Delivery

31 Staff Responsibilities

Programme Director – reporting to the Head of Department, responsibility for the strategic and operational running of the GDL.

NB: the University’s Management of programme Delivery is available from the CASQE website

32 Student Support Strategy

The primary mechanism for student support on the programme will be the academic tutoring system. Each student will be allocated an academic tutor for each year of study. The academic tutor will also

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

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




Page 13 of 26

be the first point of call for students about pastoral care issues.

The programme has a dedicated pastoral care coordinator.

The Hong Kong students are supported by the Programme Leader and the administrator based in Hong Kong. The main mechanism for support is via email (because the Programme Leader teaches the students there is constant correspondence). Students are generally mature and confident in communicating issues. They also have email contact with the link tutor, administrator and teaching team in the UK.

The Collaborative Partner Student Handbook is available from the CASQE website)

33 Student Evaluation

The following applies to both full and part time students:

Students take part in the biannual anonymous online evaluation questionnaires. The Programme Director in conjunction with the Head of Department evaluates the information in order to disseminate areas of good practice and draw out areas for improvement. Where these exist, both unit leaders and programme leaders will put timely measures in place to enable improvement to occur.

Student representatives are invited to attend the Staff Student Liaison Committees and Programme Committees to report areas of good practice and areas of concern.

Information is further collated anecdotally and via informal channels such as email and telephone communications.

Where issues for improvement are raised, the actions taken are reported back to the students via Moodle. The student reps are asked to make sure that the cohorts are aware of the response to their issues and the actions taken, and to report further.

The Hong Kong students respond to an evaluation questionnaire designed by the link tutors. This information is fed into their Annual Monitoring process and ‘Academic Committee’. The Programme Leader in Hong Kong analyses the feedback and writes a letter of response to the students.

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

The School of Law operates a pro bono scheme in which GDL students volunteer with charity partners and employers to provide advice and support to members of the public. The Careers and Employability Service in conjunction with the School of Law organise events with national and local large, medium-size and High Street legal services providers and alternative employability opportunities in which the GDL students participate. If the students are considering a career at the Bat, they are encouraged to attend the Additional Professional Practice sessions run by the BPTC team. Many of the students are already working within the legal field whilst studying.

There is nothing specifically organised for the Hong Kong students but many already practice within the legal sphere and all are mature working students.

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

http://www.mmu.ac.uk/academic/casqe/collaborative/docs/1617_CP_Student_Handbook.pdf

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

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

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



Page 14 of 26

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 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.


Page 15 of 26

RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S) Appendix I The programme learning outcomes are specified by the Joint Academic Stage Board (Joint Academic Stage Board Handbook, Appendix L, p6, para 2.4). Knowledge and skills content is specified in detail (Joint Academic Stage Board Handbook, Appendix L, p6, para 2.5 – 2.6).

Programme Learning Outcome: By the end of the programme the student should be able to

K

Contract Crime Equity & Trusts

European Law

Land LSP / ALS

Public Tort Skills Content

Level 6 Level 6 Level 6 Level 6 Level 6 Level 6 Level 6 Level 6 By the end of the programme the GDL / CPE student should have developed further the following graduate skills: S

1. Demonstrate an awareness and understanding of the areas of law studied, of the legal process and the inter-relationship between different areas of law in a national and European Context

✓

✓ ✓ ✓ ✓

✓ Not ALS

✓ ✓ 1. The ability to process large quantities

of information rapidly and to apply that information to solving individual problems;

2. Identify, find and use a range of resources of legal information, including IT, to assist in legal study and to extract essential points from that information.

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 2. The ability to approach a problem

logically, to analyse complex factual situations and to evaluate a range of solutions.

3. Analyse legal information and apply it to the solution of problems

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 3. The ability to listen effectively

4. Communicate legal information efficiently and effectively both orally and in writing

✓ written

✓ written

✓ written

✓ written

✓ written

✓ Oral ALS

written

✓ written

✓ written

4. The ability to use language accurately and to communicate information efficiently and effectively both orally and in writing


Page 16 of 26

Programme Learning Outcome: By the end of the programme the student should be able to

K

Contract Crime Equity & Trusts

European Law

Land LSP Public Tort Skills Content By the end of the programme the GDL / CPE student should have developed further the following graduate skills: S

5. Assume responsibility for the continuing development of his / her own legal education & competence.

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 5. The ability to conduct legal research

using both primary and secondary sources, with particular emphasis on primary sources (both hardcopy and electronic) and to extract essential information from those sources.

✓S Not ALS

6. The capacity to work co-operatively and constructively in a team as well as competitively.

✓S ✓S ✓S ✓S ✓S ✓S ✓S ✓S 7. The capacity to transfer and apply

knowledge and skills learned in on e context to another

✓S ✓S ✓S ✓S ✓S ✓S ✓S ✓S 8. The capacity for students to assess

their own and others arguments

✓S ✓S ✓S ✓S ✓S ✓S ✓S ✓S 9. The ability to assume responsibility for

their own independent learning

✓S ✓S

10. The ability to use IT


Page 17 of 26

Appendix II & III

ASSESSMENT & EMPLOYABILITY AND SUSTAINABILITY MAP

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456Z0300 Contract

✓ ✓ ✓ ✓

Acquired in 1st degree / work experience


✓ Acquired in 1st degree / work experience

456Z0301

Criminal Law

✓ ✓ ✓ ✓




456Z0302

Equity & Trusts

✓ ✓ ✓ ✓ ✓




456Z0303

European Law

✓ ✓ ✓ ✓




456Z0304

Land Law

✓ ✓ ✓ ✓




456Z0305 Legal Skills & Practice

✓ ✓ ✓ ✓ ✓ ✓ Acquired in 1st degree / work experience


456Z0306

Public Law

✓ ✓ ✓ ✓




456Z0307

Tort Law

✓ ✓ ✓ ✓ ✓





Page 18 of 26

Hong Kong

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Law of Contract

✓ ✓ ✓ ✓




456Z0401 Criminal Law

✓ ✓ ✓ ✓




456Z0402

Equity & Trusts

✓ ✓ ✓ ✓ ✓




456Z0403

European Law

✓ ✓ ✓ ✓




456Z0404

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✓ ✓ ✓ ✓




456Z0406

Public Law

✓ ✓ ✓ ✓ ✓ Acquired in 1st degree / work experience



456Z0407

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✓ ✓ ✓ ✓




456Z0408

Additional Legal Subjects

✓ ✓ ✓ ✓ ✓





Page 19 of 26

GDL UNSEEN EXAMINATION assessment criteria Level 6 Assessment Criteria + Standard Weighting

80% - 100%

70% - 79%

60% - 69%

50% - 59%

40% - 49%

35% - 39% Below 35%

Analysis of Task

You explicitly set out all major and minor points. You spot several points not expressly raised. You appreciate each point’s relative importance.

You explicitly set out all major and minor points. You spot several points not expressly raised.

You identify all the major points and most of the minor points. You spot some points not expressly raised.

You clearly identify most major and minor points.

You identify most major and some minor points.

You identify at least some main points.

You identify only a few of the relevant points

Relevant Knowledge & Understanding

You display full, in-depth knowledge of the relevant law and use pertinent, full, detailed, and accurate explanations, examples and interpretations. Excellent use of supporting caselaw and reference to statutes. You show a firm, clear grasp of the topic’s wider context.

You demonstrate full knowledge of the relevant law. Clear and succinct explanations, using very good terminology and pertinent examples. Very good use of supporting caselaw and reference to statutes. You show a clear grasp of the topic’s wider context.

You demonstrate substantial recall of the relevant law. You explain the relevant law clearly, using appropriate and accurate terminology and examples. Good use of a wide range of appropriate cases and statutes. You show a grasp of the topic’s wider context.

You recall the relevant law, mostly accurately and explain it adequately using appropriate and accurate terminology and examples. You mention and use the main cases and statutes. You show some grasp of the topic’s wider context.

You recall most of the relevant law. You explain it and its context using terminology and examples which show a basic understanding. You recall and use some appropriate cases and statutes. Generally, accurate but may contain errors or omit important points.

You recall some relevant legal points. Your explanations indicate only a limited understanding. You refer to few cases or statutes. Your work may contain some major errors or omit important points.

You make very few relevant legal points. Little or no reference to statutes or caselaw. Your explanations are vague and contain errors.

Application & Handling of Knowledge

You use knowledge to address all the problems/issues succinctly, convincingly and clearly. You offer logical conclusions, including possible alternative conclusions. Excellent extrapolation from known solutions to new situations and debates.

You use knowledge to address all the problems/issues convincingly and clearly. You offer logical conclusions, including possible alternative conclusions. Good extrapolation from known solutions to new situations and debates.

You use knowledge to address all the problems and issues clearly. You offer logical conclusions, including some possible alternative conclusions. You extrapolate from known solutions to new situations and debates.

You use knowledge to address issues and problems. You offer logical conclusions, including some possible alternative conclusions. You begin to logically extrapolate from known solutions to new situations and debates.

You use knowledge to solve the main problems and address the main issues. You offer arguable conclusions. You begin to explore some possible alternative conclusions.

You use knowledge to address only some of the problems and issues. You reach weak conclusions and do not explore alternative conclusions.

You attempt to address some problems and issues, reaching dubious or incoherent conclusions.

APPENDIX IV : GRADUATE DIPLOMA IN LAW (CPE) ASSESSMENT CRITERIA


Page 20 of 26

Criteria 80% - 100% 70% - 79% 60% - 69% 50% - 59% 40% - 49% 35% - 39% Below 35%

Evaluation

You balance and rank several arguments and counter-arguments to reach a reasoned position. You fully identify gaps/ flaws/ inconsistencies in the law/policy/ arguments under discussion. You offer full critique and original thought.

You describe, critique and balance a range of arguments and counter-arguments, reaching judgements. You identify strengths and weaknesses in the law/ arguments/ policy under discussion. Evidence of good independent insight.

You describe, balance and assess a selection of the arguments and counter-arguments. You identify strengths and weaknesses in the law/ arguments/ policy under discussion. Evidence of independent insight.

You describe, balance and assess the main arguments and counter-arguments. You review commentary . You identify some strengths and weaknesses in law/ arguments/policy under discussion.

You describe, balance and assess some arguments and counter-arguments. You identify some strengths and weaknesses in the law/ arguments/ policy under discussion. Limited insight and critique

You offer some basic comment on the legal issues and arguments. May attempt to identify some strengths and weaknesses in law/ arguments/ policy under discussion. Likely to be descriptive rather than analytical.

You offer little if any comment on the issues/law.

Structure

Succinct, effective, thorough introduction, conclusion and arguments. Sustained logical ordering of contents. Explicit links between discussion points. Effective signposting. Discussion of a point is always in proportion to its significance.

Succinct and effective introduction and conclusion. Content is in a clear and sustained logical order. Discussion points are very well linked to create a seamless piece of work. Discussion of issues is in proportion to their importance. and sticks firmly to the point.

The introduction and conclusion fulfill their functions. Content is in a logical order. Discussion points are linked so the work flows smoothly. You discuss issues in proportion to their importance. No irrelevant material or duplicate content.

The introduction and conclusion fulfil their functions. Content is in a logical order. You attempt to link discussion points so the work flows smoothly. Points receive appropriate attention and are relevant. Little irrelevant content or duplication.

An attempt at a recognisable introduction and conclusion. The content is presented in a basic order. Most points receive appropriate attention

Some introductory and concluding comments. Content may be presented haphazardly. Some repetition. Failure to emphasise points appropriately.

The work jumps between topics. Without warning. There is no sense of the relative importance of issues.

Presentation

An excellent standard of English grammar, spelling and excellent academic style.

An excellent standard of English grammar, spelling and good academic style.

A very good standard of English grammar, spelling and academic style.

A good standard of English spelling and grammar.

An adequate standard of English grammar, spelling.

Weak standard of English grammar and spelling.

Poor English spelling, grammar and academic style.


Page 21 of 26

GDL COURSEWORK / MOOTING assessment criteria Level 6 Assessment Criteria + Standard weighting

80% - 100%

70% - 79%

60% - 69%

50% - 59%

40% - 49%

35% - 39% Below 35%

Analysis of Task

You explicitly set out all major and minor points. You spot several points not expressly raised. You appreciate each point’s relative importance.

You explicitly set out all major and minor points. You spot several points not expressly raised.

You identify all the major points and most of the minor points. You spot some points not expressly raised.

You clearly identify most major and minor points.

You identify most major and some minor points.

You identify at least some main points.

You identify only a few of the relevant points

Relevant Knowledge & Understanding

You display full, in-depth knowledge of the relevant law and use pertinent, full, detailed, and accurate explanations, examples and interpretations. You show a firm, clear grasp of the topic’s wider context.

You demonstrate full knowledge of the relevant law. Clear and succinct explanations, using very good terminology and pertinent examples. Clear grasp of the topic’s wider context.

You demonstrate substantial recall of the relevant law. You explain the relevant law clearly, using appropriate and accurate terminology and examples. You show a grasp of the topic’s wider context.

You recall the relevant law, mostly accurately and explain it adequately using appropriate and accurate terminology and examples. You show some grasp of the topic’s wider context.

You recall most of the relevant law. You explain it and its context using terminology and examples which show a basic understanding. Generally accurate but may contain errors or omit important points.

You recall some relevant legal points. Your explanations indicate only a limited understanding. Your work may contain some major errors or omit important points.

You make very few relevant legal points. Your explanations are vague and contain errors.

Application & Handling of Knowledge

You use knowledge to address all the problems/issues succinctly, convincingly and clearly. You offer logical conclusions, including possible alternative conclusions. Excellent extrapolation from known solutions to new situations and debates.

You use knowledge to address all the problems/issues convincingly and clearly. You offer logical conclusions, including possible alternative conclusions. Good extrapolation from known solutions to new situations and debates.

You use knowledge to address all the problems and issues clearly. You offer logical conclusions, including some possible alternative conclusions. You extrapolate from known solutions to new situations and debates.

You use knowledge to address issues and problems. You offer logical conclusions, including some possible alternative conclusions. You begin to logically extrapolate from known solutions to new situations and debates.

You use knowledge to solve the main problems and address the main issues. You offer arguable conclusions. You begin to explore some possible alternative conclusions.

You use knowledge to address only some of the problems and issues. You reach weak conclusions and do not explore alternative conclusions.

You attempt to address some problems and issues, reaching dubious or incoherent conclusions.


Page 22 of 26

Criteria 80% - 100% 70% - 79% 60% - 69% 50% - 59% 40% - 49% 35% - 39% Below 35%

Use of Source Materials

Evidence of careful, discriminate reading and sustained use of accurately referenced primary and secondary sources. Clear evidence of excellent independent research.

Clear evidence of sound independent research, wide reading and sustained use of accurately referenced primary and secondary sources.

Evidence of wide reading and use of accurately referenced primary and secondary sources. Some independent research.

Evidence of some research, some wide reading and use of accurately referenced primary and secondary sources.

Some collation and use of referenced secondary sources other than set texts. Adequately referenced primary sources.

Poor reference to sources. Some basic research may have been carried out. Referencing may be inaccurate.

The use of sources may not be evident. Incorrect or incomplete referencing.

Evaluation

You balance and rank several arguments and counter-arguments to reach a reasoned position. You fully identify gaps/ flaws/ inconsistencies in the law/policy/ arguments under discussion. You offer full critique and original thought.

You describe, critique and balance a range of arguments and counter-arguments, reaching judgements. You identify strengths and weaknesses in the law/ arguments/ policy under discussion. Evidence of good independent insight.

You describe, balance and assess a selection of the arguments and counter-arguments. You identify strengths and weaknesses in the law/ arguments/ policy under discussion. Evidence of independent insight.

You describe, balance and assess the main arguments and counter-arguments. You review commentary . You identify some strengths and weaknesses in law/ arguments/policy under discussion.

You describe, balance and assess some arguments and counter-arguments. You identify some strengths and weaknesses in the law/ arguments/ policy under discussion. Limited insight and critique

You offer some basic comment on the legal issues and arguments. May attempt to identify some strengths and weaknesses in law/ arguments/ policy under discussion. Likely to be descriptive rather than analytical.

You offer little if any comment on the issues/law.

Structure

Succinct, effective, thorough introduction, conclusion and arguments. Sustained logical ordering of contents. Explicit links between discussion points. Effective signposting. Discussion of a point is always in proportion to its significance.

Succinct and effective introduction and conclusion. Content is in a clear and sustained logical order. Discussion points are very well linked to create a seamless piece of work. Discussion of issues is in proportion to their importance. and sticks firmly to the point.

The introduction and conclusion fulfil their functions. Content is in a logical order. Discussion points are linked so the work flows smoothly. You discuss issues in proportion to their importance. No irrelevant material or duplicate content.

The introduction and conclusion fulfil their functions. Content is in a logical order. You attempt to link discussion points so the work flows smoothly. Points receive appropriate attention and are relevant. Little irrelevant content or duplication.

An attempt at a recognisable introduction and conclusion. The content is presented in a basic order. Most points receive appropriate attention

Some introductory and concluding comments. Content may be presented haphazardly. Some repetition. Failure to emphasise points appropriately.

The work jumps between topics. Without warning. There is no sense of the relative importance of issues.


Page 23 of 26

Written Presentation

An excellent standard of English grammar, spelling and excellent academic style. Good use of word-processing and formatting. Correct and consistent citation and bibliography.

An excellent standard of English grammar, spelling and good academic style. Good use of word-processing and formatting. Correct and consistent citation and bibliography.

A very good standard of English grammar, spelling and academic style. Competent use of word-processing and formatting. Correct citation and bibliography.

A good standard of English spelling and grammar. Some use of academic style. Competent use of word-processing and formatting. Correct citation and bibliography.

An adequate standard of English grammar, spelling. Competent use of word-processing and formatting. Generally correct citation and bibliography.

Weak standard of English grammar and spelling. Work is word-processed, but there are formatting flaws. Citation and bibliographical errors.

Poor English spelling, grammar and academic style. Formatting flaws. Serious citation and bibliographical errors.

Oral Presentation

An excellent standard of spoken English using the proper court terminology and etiquette. Excellent use of volume, tone and speed. The law is explained with excellent clarity and simplicity.

An excellent standard of spoken English using the proper court terminology and etiquette. Very good use of volume, tone and speed. The law is clearly explained .

A very good standard of spoken English using mostly the proper court terminology and etiquette. Competent use of volume, tone and speed. The law is clearly explained .

A good standard of spoken English using mostly the proper court terminology and etiquette. Competent use of volume, tone and speed, although there maybe some variety in the quality in each of these aspects. The law is clearly explained for the most part .

An adequate standard of spoken English using the proper court terminology and etiquette to some degree. Competent use of volume, tone and speed, although there maybe some variety in the quality in each of these aspects. Generally, the law is explained

An inadequate standard of spoken English. Patchy use of the proper court terminology and etiquette. Too quiet / fast or monotone, Confused explanation of the law such that the presentation is hard to follow

A poor standard of spoken English. Lack of use of the proper court terminology and etiquette. Too quiet / fast or monotone,. Poor explanation of the law such that the presentation is unclear.


Page 24 of 26

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 guidance on collaborative provision

University Academic Ethics Framework

Student Engagement Policy

Programme Handbooks

Management of Programme Delivery

Policy for Accreditation of Prior Learning

ICP for Placement and Work-based Learning

ICP for Collaborative Provision

Recruitment and Admissions Policy

Programme Specific Information:

Previous Programme Approval/Review/Modification Report (29 March 2012)

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://www.mmu.ac.uk/academic/casqe/collaborative/index.php

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/placement_icp.pdf

http://www.mmu.ac.uk/academic/casqe/collaborative/docs/collab_icp.pdf

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


Page 25 of 26

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)