University of Chester

Programme Specification
Law with Business LLB (Hons) (Single Honours)
2014 - 2015

Bachelor of Laws (Single Honours)

Law with Business

Law with Business [KCB]

University of Chester

Kensington College of Business, London

Kensington College of Business, London

Undergraduate Modular Programme

Full-time and Part-time

Classroom / Laboratory,

2 years

7 Years

Triannual - January - June - September




17a. Faculty

17b. Department

Social Science Law

Law, Business and Management

Recognised by the Joint Academic Stage Board as a Qualifying Law Degree

Law (LA modules), Business Management and Strategy (BU and TM modules)

Tuesday 1st July 2014

As to Law: 

  • To acquire knowledge and understanding of legal doctrines, concepts, principles, rules and values in core areas of law.
  • To understand the English legal system and the impact of European Union law and institutions on that system.
  • To study in depth a number of substantive areas of law, a perception and appreciation of the context in which law operates and the development of a critical perspective of the law and legal institutions
  • To understand the dynamic nature of law, of uncertainty in the law, and of the need for and proposals for law reform.

As to Business:

  • To provide students with the opportunity to combine the study of business knowledge and skills with another specialist academic area.
  • To provide a flexible programme of study, which offers students a grounding in the disciplines, and methodologies of business and stimulates a critical awareness of contemporary issues facing managers in a variety of sectors and organisational contexts.
  • To enable all students to develop a management centred approach, within an academic context, that complements and underpins the understanding of other academic areas and disciplines.
  • To enable students to identify, develop, scrutinise and challenge a range of business models, frameworks and theories, and to apply them to a broad range of relevant work situations applicable to their chosen fields of study.
  • To enable students to develop and use a range of generic (transferable), cognitive, intellectual, personal and interpersonal skills which are relevant to their chosen academic fields and necessary for effective undergraduate study and future vocational progression.
  • To provide an appropriate base for access to further study or professional qualifications by encouraging the knowledge, skills and attitudes to become life-long learners who recognise the need to engage in Continuous Personal and Professional Development.
  • To provide a coherent programme of study which will prepare students for post-University employment and careers in a wide variety of organisational settings.
  • As to both Law and Business: 
  • To develop transferable graduate level skills in research, analysis, synthesis, problem solving, communication (oral and in writing) and the ability to work autonomously and as part of a team in a multi-cultural society.

Knowledge and Understanding
As to Law: Demonstrate a knowledge and understanding of

  • a substantial range of legal doctrines, major concepts and values that underpin law and the legal system.
  • the purpose of some areas of law from a critical perspective
  • principles and rules as they apply to specific areas of law and legal systems
  • the potential for impact of European Union law and European institutions on English law and the English legal system
  • some substantive areas of law, including some in-depth study
In addition, depending on the options chosen at level 6, demonstrate a knowledge and understanding of
  • a number of areas of business law in a commercial context
  • areas of crime and criminal justice, and their interaction with human rights, and the context in which the criminal justice system operates
As to Business:
  • The various processes, procedures, competencies and practices associated with effective management.
  • The management and development of resources and operations.
  • The diverse nature, purposes, structures, governance, operations, processes and management of organisations.
  • Types of corporate behaviour and the internal and external factors which impact upon this behaviour.
  • The development and operation of markets and the management of customer expectations.
  • The sources, use and management of finance.
  • The development, management and exploitation of information systems and their use in effective decision making.
  • The use of relevant information technologies and their applications to business and management.
  • The development of relevant, effective and appropriate management policies and strategies.
  • The contemporary challenges and issues that face managers in the modern business environment and the organisations in which they operate.
  • Application of problem solving skills, knowledge and ideas to a range of situations.

Thinking or Cognitive Skills

As to Law: Students should be able to:
  • recognise and distil issues from factual or hypothetical information and prioritise them in terms of their relevance and importance
  • undertake an analysis of complex legal or factual information in a systematic way and according to the purpose to be served
  • apply knowledge and understanding to solve problems â actual or hypothetical
  • propose and handle alternative solutions
  • produce a synthesis of relevant doctrinal and policy issues in relation to a topic
  • offer critical evaluation of particular arguments and make informed judgements about their merits
As to Business:
  • Reflection upon a period of work based activity.
  • Development of analysis, synthesis and critical thinking in a variety of contexts.
  • Consider and question own values and opinions relating to a number of ethical and social responsibility issues.
  • Analyse relevant theories and concepts to determine their relevance to specific problems and situations.

Practical Skills
As to Law:Practical Skills: students should be able to:
  • identify and retrieve legal information using paper and electronic sources
  • use primary and secondary sources relevant to the topic under study
  • collate information and materials from a variety of sources in a coherent way
  • plan and undertake tasks in areas of law already studied
  • plan and undertake research in areas of law not previously studied
  • properly attribute and utilize the work of others
As to Business:
  • Development of problem solving and decision making skills.
  • Effective communication skills, oral and written.
  • Quantitative skills such as data analysis and interpretation.
  • Ability to engage in research into business and management issues by utilising relevant data and appropriate methodologies.

Key Skills
  • Communication
  • Application of Number
  • Information Literacy and Technology
  • Improving own learning and performance
  • Working with others
  • Problem solving

  • Understand and use proficiently the English language, both orally and in writing,
  • Present knowledge in a way which is comprehensible to others and directed to their concerns
  • Construct a consistent and sustained argument
  • Understand and present relevant statistical or other numerical data as part of an argument
  • Word process work in an appropriate format
  • Use e-mail and the World-wide Web
  • Reflect on your own learning and seek and make use of feedback
  • Manage your time effectively
  • Work in groups as a participant who contributes effectively to the groupâs task
  • Construct a consistent and sustained argument and see benchmarks above.
  • Communication - verbal and written communication skills developed through a range of activites and assessment methods (eg presentations and written reports)
  • Application of Number - research methods and finance
  • Information Literacy and Technology - use of information technology and an appreciation of its application in management and business.
  • Improving own learning and performance - lifelong learning skills and continuous personal and professional development.
  • Working with others - group work tasks and activities
  • Problem Solving - experience developed of solving problems and decision making in a variety of contexts

Transferable Professional Skills

These skills are not separate but embedded in the key skills above.

The programme is designed to provide an opportunity for students to meet learning outcomes in law and business for different purposes.

Students may wish to continue on the path to legal professional qualification and the programme has been designed as a Qualifying Law Degree.

Some will wish to use their knowledge of law and business, as well as the transferable skills acquired through their study, to prepare for a career in an allied profession. Others will wish to study law and politics as academic disciplines in their own right and acquire a social science/arts qualification. All of these factors have been considered in the design of the programme. The Law element incorporates study of all the areas needed for a Qualifying Law Degree, including a module incorporating study skills. At level 6 students will be able to specialise to some degree in an area of the law that is of particular interest to them and/or of particular relevance to their future career. However, the choice of Law options is constrained by the choice to study Business alongside Law. It is expected, although not mandatory, that students will choose Law options to complement their interest in Business. These include Company Law, Intellectual Property Law, Employment Law and Discrimination Law. The programme complies fully with the requirements of the FHEQ and the Law Subject benchmark statements. Please see paragraph 25 for further explanation.

The Business modules are structured to give the students a firm foundation in Business and Marketing at level 4 and there is some choice at level 6. These modules do complement the Law modules, particularly in the areas of Contract and Tort Law and European Community Law.

Please note that this programme has been granted derogation from the University's Regulation, and therefore students wishing to have Qualifying Law Status cannot be compensated in the 'Foundation Modules'.

Mod-Code Level Title Credit Single
BU4061 4 Business Management 20 Comp
BU4062 4 Introduction to accounting 20 Comp
LA4001 4 Contract Law 20 Comp
LA4007 4 Public Law 20 Comp
LA4008 4 Principles of Property Law 20 Comp
LA4011 4 English Legal System and Method 20 Comp
BU5062 5 Human Resources Management 20 Comp
BU5063 5 Contemporary issues in Management 20 Comp
LA5001 5 Criminal Law 20 Comp
LA5002 5 EU Law 20 Comp
LA5005 5 Law Experiential 20 Optional
LA5006 5 Tort 20 Comp
BU6060 6 Strategic Management 20 Optional
BU6061 6 International Marketing 20 Optional
BU6065 6 Human factors in computing 20 Optional
BU6067 6 Marketing Communications 20 Optional
BU6068 6 Project management 20 Optional
LA6002 6 Law Dissertation 40 Optional
LA6009 6 Human Rights Law (Level 6) 20 Comp
LA6013 6 Employment Law 20 Optional
LA6014 6 Company Law 20 Optional
LA6016 6 Intellectual Property 20 Optional
LA6017 6 Evidence 20 Optional
LA6022 6 Equity, Trusts and Property Law II 20 Comp

120 credits at level 4: Certificate of Higher Education
plus 120 credits at level 5: Diploma of Higher Education
plus 120 credits at level 6: LL.B Hons

For entry to the programme for 2012/13 a typical applicant will have a minimum of 300 UCAS points, of which 280 points must be obtained from GCE A2 or Vocational A Level (6 or 12 unit) awards, including a grade C in one subject . The remaining points may be from A2, AS, Vocational A/AS level (3, 6 or 12 units) awards, or from level 6 skills certification. Applicants will not be interviewed. There is no typical applicant background for Law, although the majority of students do have the conventional Curriculum 2000 qualifications. Within those qualifications, most subject disciplines are acceptable, although, again, the majority will have studied arts/social science/business-related curricula.

Applicants with non-standard qualifications will be considered by the Law School in conjunction with the Marketing, Recruitment and Admissions Services in accordance with the precepts and procedures set out in the University Handbook on The Admission of Students. This may particularly apply to those wishing to study the programme part-time, although, as there is no separate part-time mode of delivery, such students will be considered against the same criteria as non-standard full-time applicants.

1. Purpose of the Law Benchmark Standards

The Law benchmarks are drafted somewhat differently from those in other subject areas. The purpose is, among other issues, to provide a basis for institutions to devise their own learning outcome statements compatible with the benchmark statements. Also, the benchmarks set as a minimum certain achievements which a student must demonstrate to be awarded an undergraduate honours degree in law.

Thus the statements are both generic and look to the final outcome of study on a law programme. Thus it is not possible or appropriate to map the benchmark standards against individual modules. The key skills are set out and mapped in the definitive document and have been informed by the subject benchmarks.

It should be noted that the Benchmarks need only be complied with if a programme has at least 180 credits of Law. Work-based Learning would not be regarded as a Law module, although the Law Experiential module would. Thus Law Combined Honours minor programme need not comply and, depending on whether WBL is chosen, the joint programme may also lie outside the jurisdiction of the Benchmark Standards.

2. The Benchmarks

The text below has been extracted from the Law benchmark document.  The Law Benchmark statement was last revised in 2007. The following criteria are set out in the Benchmark Statement relating to subject specific abilities:

Any student graduating in Law must show achievement in all of the following areas of performance, thereby demonstrating substantially all of the abilities and competences identified in each area of performance.

Subject-specific abilities


Knowledge: A student should demonstrate a basic knowledge and understanding of the principal features of the legal system(s) studied, viz. s/he

• should be able to demonstrate knowledge of a substantial range of major concepts, values, principles and rules of that system;

• should be able to explain the main legal institutions and procedures of that system;

• should be able to demonstrate the study in depth and in context of some substantive areas of the legal system.

2. Application and problem-solving:

A student should demonstrate a basic ability to apply her or his knowledge to a situation of limited complexity in order to provide arguable conclusions for concrete problems (actual or hypothetical).

3. Sources and research: A student should demonstrate a basic ability

• to identify accurately the issue(s) which require researching

• to identify and retrieve up-to-date legal information, using paper and electronic sources;

• to use primary and secondary legal sources relevant to the topic under study.

4. General transferable intellectual skills

Analysis, synthesis, critical judgement and evaluation: A student should demonstrate a basic ability

• to recognise and rank items and issues in terms of relevance and importance;

• to bring together information and materials from a variety of different sources;

• to produce a synthesis of relevant doctrinal and policy issues in relation to a topic;

• to make a critical judgement of the merits of particular arguments;

• to present and make a reasoned choice between alternative solutions.

5. Autonomy and ability to learn: A student should demonstrate a basic ability, with limited guidance

• to act independently in planning and undertaking tasks in areas of law which she or he has already studied;

• to be able to undertake independent research in areas of law which he or she has not previously studied starting from standard legal information sources;

• to reflect on his or her own learning, and to seek and make use of feedback.

6. Key skills

Communication and Literacy: Both orally and in writing, a student should demonstrate a basic ability

• to understand and use the English language (or, where appropriate, Welsh language) proficiently in relation to legal matters;

• to present knowledge or an argument in a way which is comprehensible to others and which is directed at their concerns;

• to read and discuss legal materials which are written in technical and complex language.

7. Other key skills: numeracy, information technology and teamwork: A student should demonstrate a basic ability

• where relevant and as the basis for an argument, to use, present and evaluate information provided in numerical or statistical form;

• to produce a word-processed essay or other text and to present such work in an appropriate form;

• to use the World-wide web and e-mail;

• to use some electronic information retrieval systems.

• to work in groups as a participant who contributes effectively to the group\'s task.


QAA Subject Benchmarks Statements for General Business and Management 2007. This subject benchmark statement is for general business and management honours degree programmes only. The purpose of general business and management programmes is threefold:
  • study of organisations, their management and the changing external environment in which they operate
  • preparation for and development of a career in business and management
  • enhancement of lifelong learning skills and personal development to contribute to society at large.

'Organisations' should be understood throughout this text to include a wide range of different types including, for example, public, private and not-for-profit, together with a comprehensive range of sizes and structures of organisations. Similarly, the term 'business' should be interpreted generically. 

'Preparation for business' should be taken to mean the development of a range of specific business knowledge and skills, together with the improved self-awareness and personal development appropriate to graduate careers in business with the potential for management positions and to employability in general. This includes the encouragement of positive and critical attitudes towards change and enterprise, so as to reflect the dynamism and vibrancy of the business environment.  Not every student will engage subsequently in a business and management career, or will have entered directly from secondary education. Therefore, lifelong learning skills should be understood to include the development and enhancement of a range of general transferable intellectual and study skills, which, while being highly appropriate to a career in business and management, are not restricted to this. While there is a clear expectation that all such general degree programmes should cover these three purposes, the actual balance will vary among individual higher education institutions and may also reflect the requirements for recognition by professional bodies. The particular balance being delivered should be explicable and demonstrable in terms of the specified learning outcomes of particular programmes. 

Knowledge and understanding There is an expectation that degree programmes covered by this subject benchmark statement should provide a broad, analytical and highly integrated study of business and management. Students should be able to demonstrate relevant knowledge and understanding of organisations, the external environment in which they operate and how they are managed. There is likely to be an emphasis upon understanding and responding to change and the consideration of the future of organisations and the external environment in which they operate. The interrelationships among and the interconnectedness between these areas are very important within the overall student learning experience, and should be demonstrated in the capabilities of successful graduates from all modes of delivery.

Skills Business and management degrees are strongly related to practice and therefore there should be a strong link between the development of skills and employability of graduates. Students should be able to demonstrate a range of cognitive and intellectual skills together with techniques specific to business and management. Students should also be able to demonstrate relevant personal and interpersonal skills.


Teaching Methods - Law

The principal methods of delivery are through lectures (for a whole cohort), workshops (all or part of a module cohort) and seminars (a maximum of 15 students). There is a good ratio of small group to large group teaching (typically 1 to 2 at levels 4 and 5). Typically lectures are expository and explanatory, teaching to printed materials. However, they also afford students every opportunity to interact. Workshops are typically a mixture of lecturing and setting the students tasks. Students are given tasks to complete before seminars and all students are given the opportunity and are to participate in seminars. Tasks are typically to prepare one or more problem questions (i.e. students are given a short, written scenario and they have to identify the relevant area(s) of Law and apply them correctly and appropriately to the facts) and/or to prepare a given topic for analysis and discussion. The conduct of seminars might take various forms. Students may be asked to present part of the seminar, or, at level 5 and above, to run the session. They may be split into sub-groups or, more typically, all students will contribute within a session facilitated by a member of the academic staff.

Students will also benefit from input into formal teaching sessions by guest lecturers. Professional guest lecturers are also invited to take sessions in other modules, particularly the more specialist ones at level 6.

During the one week induction programme the students learn basic legal academic skills. Sessions include information on the programme of study, life as a law student and an introduction to legal skills and exercises to help review those skills. They receive quick feedback on these exercises so that strengths and weaknesses in skills can be identified at an early stage and the students can ascertain what areas they need to improve in and what support they might need. Students also have law database induction sessions and continue with learning how to use a law library in the dedicated system and skills module.


Students’ learning comes from a variety of sources. On a day to day basis, they consolidate what they have taken from lectures, and prepare for seminars. Part of the assessment in Contract Law, both formative and summative, is designed to induct them into the technique and regime of preparing for seminars. For students on the Law single honours with another subject, the system and skills module introduces them to such discipline. The induction sessions and other Level 4 modules also teach the students how to access, evaluate and use electronic sources and materials. It is hoped that electronic materials will continue to be developed for the programme, allowing interactive use of them.

Mooting, debating and mock trials are used as both specific legal and generic skills. Students experience them formatively in the level 4 English Legal System and Critical Legal Skills module .This affords them the opportunity to learn and develop public speaking skills and to present arguments orally in a rational and lucid manner. It is hoped that they will participate in both internal and external mooting competitions at level 5. Students will participate in a mooting competition organised with the University of Chester Law School. Some may also benefit from short placements in a solicitors’ office. They have an opportunity to enhance their experiential, reflective and independent learning in the level 5 module LA5005 Law Experiential.

Students are encouraged to become more independent and critical in their learning as they progress from one level to another. This is reflected in the lessening of class contact hours at level 6 and the quality and type of seminar task set.

Development of Professionalism and Autonomy

Students are given early tuition on independent learning. The level 5 LA5005 Law Experiential module, if chosen, gives them the opportunity to produce an independent, reflective piece of work based on participation in or observation of some aspect of law in practice.

The aims and learning outcomes of modules progress from level to level, requiring and enabling students to adopt a more independent and professional approach to their studies. The nature and content of assessment tasks will also evolve from level to level, requiring more independent research and critical appreciation of primary sources of law.

Students who experience learning difficulties or who, for whatever reason, need ongoing support, are actively encouraged to contact the designated member of Student Support and Guidance.


The methods of learning and teaching are geared to progression and integration through the levels of the programme.  The individual module descriptors provide details of learning outcomes as well as methods of teaching and learning.  The major forms of teaching methods will be lectures, seminars and workshops.  Other methodologies will be employed as appropriate.  These may include; field trips, visits, directed reading, interactive learning via the University computer network, case study analysis, individual research, group learning activities, reflective log/portfolio (e.g. utilising student progress files in relation to personal development planning) and presentations.  Industry practitioners will also be used wherever possible, as repositories of up to date, expert knowledge in their specialist or functional areas. 

As to Law:

Each module descriptor states the module specific learning outcomes that are assessed in each component of assessment. The assessments will then test the programme and learning outcomes. These will be articulated in each in-course assessment and will accompany draft examinations for external examiners’ information and scrutiny. Thus, there is conceptual linkage between the benchmarks, programme aims and outcomes, skills, module outcomes and assessment in each module and these linkages will be apparent in the actual assessment tasks.

Apart from the above, the assessments are designed to provide a broad platform for students to demonstrate that they have achieved the module and programme outcomes in a diverse set of assessments.

These diverse methods are: examinations, written individual assignments, timed constrained assessment – involving a substantial element of problem solving, group presentations, drafting, dissertations, seminar assignments, mooting, reflective logs and journals, portfolio – report and reflection, library/electronic search "audits".

Transferable/key skills are generally incorporated within modules and related to relevant assessments as appropriate, however they are not all directly assessed. Self-directed learning forms an element of all modules and the necessity to work within tight deadlines is an essential requirement across the curriculum. The ability to communicate orally and in writing will be developed across the range of modules and numeracy is an inherent part of formal and/or informal development and assessment in some modules.

Reflection is directly assessed in some modules.

As to Business:

The Department seeks to deliver varied, high-quality learning experiences, teaching and assessment in order to develop appropriate knowledge and understanding, and to enhance a variety of key/transferable skills.  This is facilitated through the outcome-directed nature of learning, teaching and assessment, in a student-centred environment, which provides incremental opportunities for independent and autonomous learning.The assessment strategy for this degree will serve three purposes:
  • To test the level of knowledge and skills acquired, measured against the specified learning outcomes, and applied within a relevant business context;
  • To provide the vehicle for modular integration within a business context;
  • To promote teaching to learning, which will assist students in the achievement of academic goals and imbue them with skills and attitudes which will assist in life-long learning.
Assessment will follow the university model of a 4,000 word equivalency per module.  Each module will be summatively assessed by a minimum of two assessments, with formative assessment also employed throughout.  Student assessment will employ rigorous, objective testing to ensure that learning outcomes are met. Assessment tasks will grow in sophistication and complexity as a student progresses on the programme.  For example:
  • at Level 4 a student may be asked to describe, discuss, compare, and outline;
  • at Level 5 a student may be asked to evaluate, analyse, justify, and differentiate; 
  • at Level 6 a student may be asked to criticise, synthesise, appraise, formulate.
  However, it is expected that students will begin to use and develop critical skills from the beginning of the programme. Students will be assessed in a number of ways, including essays, industry-related reports, presentations, poster displays and presentations, assessed seminars, reflective reports, examinations.  The departmental assessment strategy has been created in accordance to the University's Teaching, Learning & Assessment strategy.


The basic graduate characteristics are set out in the extract from the Law Benchmarks Statement in section 25 above. This extract is taken from the section headed "Statement for Employers". However, it should be emphasised that the majority of students should achieve and display such characteristics at a higher level. The students will be demonstrated to have achieved these characteristics through the development of the skills outcomes developed from and informed by the Benchmarks Statement. These skills are mapped against modules in the definitive document and the module learning outcomes incorporate these skills. In particular, the ability to critically analyse, apply knowledge in a wider context and present arguments in a coherent and appropriate manner are all transferable skills that make law graduates desirable employees in a number of professions and careers.

Typical Career Paths

Less than 50% of law graduates qualify and practise as either a solicitor or barrister.

Some other graduates may practise law as paralegals, or perhaps with another qualification such as membership or fellowship of the Chartered Institute of Legal Executives. However a law degree is recognised as a rigorous, social science and/or arts degree and qualifies graduates to pursue a wide range of careers. These include professions closely allied to Law such as the police, social workers and court workers, for which graduates of this programme will be very well suited. Law graduates are well qualified for entry into the various branches of the Civil Service, whether or not in a legal capacity.

Students who graduate with this degree will also have knowledge and understanding of crime, its background and consequences, and an understanding of theories about criminality. Capacities for imaginative, rigorous and critical thinking will be developed through the course of study. Subject specific skills, such as the knowledge of the social process of crime and the criminal justice system, and the ability to understand a variety of types of evidence, are complemented by skills of wide applicability beyond the degree, including IT skills, research and problem solving, communication, and working as part of a team

Graduates who study Law and Business will find the subject a useful grounding for entry to a range of careers where the understanding and contextualisation of both disciplines is regarded as valuable, one example being a company secretary.

As to Business, a graduate student should be able to offer added value to the market place by meeting the expectations of employers via the application of acquired transferable, integrated skills, and the developed body of knowledge gained from the programme.   In addition,  graduates will have amassed valuable life skills such as self-awareness, creative problem solving, and autonomy, which could be applied in a wide variety of circumstances which they will face. They will have been instilled with a positive attitude towards reflection, self- awareness and will possess openness towards seeking out life-long learning opportunities, which may be translated into the pursuit of professional qualifications.  

The University is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.

Each module and programme is developed in line with University policy to both promote equality and diversity and encourage all students in the development of their learning. Within Law, much of the subject matter naturally affords a range of cultural perspectives and this is particularly so in for example the Human Rights module. At level 4 three modules (discussed in section 24 above) are designed to encourgae discussion and analysis of the philosophy and nature of law and these inherently promote the discussion of diversity and equality. Indeed, it is difficult to think of many modules that do not have some content regarding these issues.

There is flexibility in materials and delivery of teaching to support students with disability or from culturally diverse backgrounds and the Law School works closely with Learning Support in delivering this support. The induction week activities are designed to integrate all students both academically and socially and to make academic staff aware of any such issues.

In addition, diagnostic activities have been devised and implemented in induction and supportive exercises in modules in the first year to give all students an equal chance of succeeding. Assessments are designed to afford equal opportunity to all students to display their knowledge and skills. Anonymous marking enhances equal opportunity to all students. Some members of the Law School are undergoing training as amanuenses.

Business modules, delivery, assessment and student support also adhere closely to the same principles.


Throughout their period of study students are provided with opportunities to develop additional skills or gain experience outside of the formal course structures.

KCB offers to run a Debating, Advocacy, Mooting and Presentation which allows for students to take on responsibility while developing presentation and critical thinking skills. There will be a joint mooting competition organised with the University of Chester Law School.

At levels 5 and 6 the students are encouraged to run the Student Law Society. The students are encouraged to forge links with the student society at the University of Chester Law School and with local Trainee Solicitors' Groups and Young Solicitors' Groups. The Student Law Society organises educational activities as well as social events.

All of these are actively supported by the Law Programme Team and the students benefit additionally from some very eminent guest speakers and careers talks and visits arranged by KCB.

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