V E L 7 Areas Teaching Block 2 Stage 2 electives Year 2 Property Law & Practice Solicitors accounts Year 1 1-3 electives Professional Conduct & Regulation Year 2 Litigation Year 2 Balance of 3 electives. Year 2 Skills: Advocacy Practical Legal Research Drafting Foundation Course The LPC begins with a one week Foundation Course to introduce the professional ethos of the course and the basic principles of Stage 1 core practice areas as well as the five legal skills, IT, Careers and Student Support. On Campus students will have the Foundation Course in mid-September; the Blended Learning students will have theirs towards the end of October. This Foundation Course week will take place in the UK. The course then continues with the delivery of the Stage 1 Core Practice Areas. Stage 2 consists of the Vocational Electives – see below for details. See also Appendix C for further details of the content of the electives. Vocational Electives
It is vitally important that you understand the rules regarding plagiarism. These can be found at: There are several resources available to help you in writing and preparing assignments so that you do not break the rules. You might want to look at the following resources. If in doubt, make sure you ask your tutor before you submit work, or arrange to see someone in the Study Skills Centre (located in the library). The LPC is assessed in the areas of Skills, Core Practice Subjects and Elective Subjects. 7.2.1 Skills Skills "at a glance" SUBJECT TYPE OF SKILL PASS MARK TYPE OF EXERCISE Business Law & Practice Property Law and Practice Litigation Interviewing & Advising Writing Drafting Practical Legal Research Advocacy Competent Competent Competent Competent Competent Oral, role-play exercise Writing (Wills and Administration of Estates) Written Civil Litigation exercise Criminal Litigation oral, role play exercise The grading of skills assessments Each skill is assessed on a competent/not yet competent basis. To pass the course you need to be assessed as competent in all five legal skills. The programme for skills assessments
Professional & Commercial Awareness Knowledge & Understanding Learning Enquiry Analysis Problem Solving Communication Application Reflection Stage 1 Business Law & Practice x x x x x x xx Property Law & Practice x x x x x x x x Litigation x x x x x x Legal Skills x x x x x x x x Professional Conduct & Regulation x x x x x x Solicitors Accounts x x x x Practical Legal Research x x x x x Wills and Administration x x x x x x Stage 2 Advanced Litigation & Dispute Resolution x x x x x x Advanced Criminal Practice x x x x x x Commercial Property x x x x x Employment Law x x x x x x x x Family Law x x x x x x x Private Client Practice x x x x x The Corporate & Commercial Client x x x x x x
Appendix C - Curriculum Maps Stage 1 Core Practice Areas University 8 Business Law & Practice Sale & purchase of companies, drafting documentation, identifying legal commercial needs, professional conduct and regulation, client care and money laundering, business accounts and taxation, partnerships, insolvency, share sales, stakeholders Enquiry Problem Solving Analysis Application Knowledge and Understanding Communication Commercial Awareness and Professionalism Property Law & Practice Pre-contract stage, binding contract, completion of transaction, VAT Reflection Problem Solving Communication Knowledge & Understanding Analysis Enquiry Application Litigation Case analysis, course of action and funding, procedure, civil litigation and dispute resolution, criminal law and practice Problem Solving Enquiry Communication Application Analysis Learning Reflection Knowledge & Understanding Legal Skills Knowledge & Understanding
commercial litigation Application Enquiry Reflection Knowledge & Understanding Advanced Criminal Practice Case analysis, courses of action and funding, youth justice, police station representation, road traffic, evidence Problem Solving Knowledge & Understanding Analysis Communication Application Enquiry Commercial Property Business leases, codes of practice, subleases, legal conflicts, planning, contaminated land, revenue issues Knowledge and Understanding Application Analysis Learning Communication Employment Law Non contentious employment law, unfair and wrongful dismissal, discrimination, tribunals, TUPE and redundancy Enquiry Problem Solving Reflection Application Knowledge & Understanding Communication Analysis Commercial Awareness & Professionalism Family Law Divorce and Dissolution, ancillary relief, domestic violence, children cohabitees Enquiry Reflection Communication Problem Solving Application
Analysis Knowledge and Understanding Private Client Practice Legal and factual issues, taxation, drafting documentation, professional and commercial awareness, financial services Knowledge and Understanding Communication Analysis Problem Solving Commercial Awareness and Professionalism The Corporate & Commercial Client Commercial contracts, warranties & indemnities, corporate transactions, contractual terms, due diligence, drafting documentation, potential conflict and litigation issues, commercial awareness Enquiry Problem Solving Application Knowledge and Understanding Commercial Awareness & Professionalism Communication Appendix D – Award Specific Regulations AWARD SPECIFIC REGULATIONS for the course leading to the POSTGRADUATE DIPLOMA IN LEGAL PRACTICE All Modes of Study Definitions In these Regulations, the following terms shall have the following meanings: “Core” One of the Core Practice Areas of Business Law & Practice, Litigation and Property Law & Practice. “Deferral” Any LPC Assessment taken by a student at a later stage as a result of a successful application for extenuating circumstances under Regulation 10.
The feedback should generate a series of questions for the student which makes them think about their learning now, and what they need to do to develop their learning in the future. This will enable them to understand the purpose of the feedback in each specific context; create the capacity to developing evaluative judgement; the ability to review their own performance against professional and academic criteria; and to think about learning strategies they need to develop in the future; To ask yourself new questions about your subject To improve your understanding of your own thoughts To improve your ability to see the worth of other people’s work and thoughts To improve your ability to evaluate your own work and the work of others To become better at working in order to meet specific goals or targets To get better at working out what types of feedback you need and working out when you need feedback Clarify for students and staff, through dialogue, what good or bad performance actually is in the assignment or task. This involves identifying and justifying the strengths and achievements of the assignment, artefact or task under discussion. This should also then lead to outlining how changes and improvements may be made, through reference to discussion around what constitutes the criteria for good performance and how the outcomes of the task have been met. Students need to be aware that feedback is a process that can take place at any time or place, and isn’t restricted to formal learning situations. To get better at seeing where your work is good and where it needs improvement To get better at seeing where other people’s work is good and where it needs improvement To get better at giving people help to improve their work To get better at accepting and using help from other people to improve your own work To discuss how ideas like “good” and “bad” relate to marking criteria To get and give feedback wherever you can: not just in tutorials or seminars Be developmental, progressive and transferable to new learning contexts The dialogue and understanding that Your feedback to be relevant to your course Your feedback to be relevant to the way your wider subject area is developing
emerges from the feedback should be applicable both to the current debate and also contain elements that are able to be translated to a range of current and future learning situations. As the student progresses through their learning journey they should be developing a more sustained and sophisticated approach to their learning, culminating in the expression of the graduate attributes appropriate to their level and subject specialism Your feedback to give you useful ideas for ways of doing future learning Your feedback to help you get a deeper understanding of your subject Your feedback to help you develop your overall thinking Be ongoing and embedded in the learning process Feedback isn’t simply an activity that takes place after assessment – it isn’t something that is simply done to students! Feedback that is effective and timely occurs when students know when they need it, recognise what they want it for, and know how to ask for it in a way that is appropriate to their needs.. It is multi-faceted both in terms of content and format. To give and receive feedback frequently To learn to recognise when it would be useful for you to get feedback To learn to recognise what type of feedback it would be useful for you to get To learn how to ask for appropriate feedback To recognise that there are many appropriate ways of giving feedback Motivate, build esteem and confidence to support sustainable lifelong learning Feedback needs to point out what has been done well, both in terms of the task process and the product. Feedback needs to offer ‘do-able’ actions for future learning/work, so that students are able to improve. Modules/awards need to engage students with multiple feedback opportunities, To get, and give, praise for things that have been done well To get ideas that will help you improve your future learning and work To give ideas that will help other people to improve their future learning and work To get a lot of chances to receive and give feedback in a variety of ways Support the development of To be part of an improving