University of Chester

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

Bachelor of Laws (Single Honours)


Law [KCB]

University of Chester

Kensington College of Business

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


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

Law Subject Assessment Board

Tuesday 1st July 2014

  • 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.
  • 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.
  • To be exposed to and reflect upon the nature of professional legal work and the local courts.

Knowledge and Understanding

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

Thinking or Cognitive Skills

- 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 – 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

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

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 group’s task
    • Construct a consistent and sustained argument and see benchmarks above.

    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 for different purposes.

    Many will wish to continue on the path to professional qualification.  

    Some will wish to use their knowledge of law, as well as the transferable skills acquired through its study, to prepare for a career in an allied profession. Others will wish to study law as an academic discipline in its own right and acquire a social science/arts qualification. All of these factors have been considered in the design of the programme. It incorporates study of all the areas needed for a Qualifying Law Degree, mostly at levels 4 and 5 together with modules incorporating study skills, experiential learning and careers advice, again predominantly at levels 4 and 5. Also at level 4, students are given the opportunity to absorb and compare academic subject skills, professional skills and practice and the philosophy of law. At level 5, in addition to studying four core areas, students will be given the oppoerunity to study Commercial Law and undertake a law Experiential Project. At level 6 students will be able to specialise to a greater degree in areas of the law that are of particular interest to them and/or of particular relevance to their future career. These include commercial options, such as Company Law, Employment Law and Intellectual Property Law.  The programme complies fully with the requirements of the FHEQ and the Law Subject benchmark statements. 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.

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


    Mod-Code Level Title Credit Single
    LA4001 4 Contract Law 20 Comp
    LA4006 4 Law, Ethics and Morality 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
    LA4012 4 Law in Context 20 Comp
    LA5001 5 Criminal Law 20 Comp
    LA5002 5 EU Law 20 Comp
    LA5003 5 Human Rights Law 20 Comp
    LA5005 5 Law Experiential 20 Comp
    LA5006 5 Tort 20 Comp
    LA5007 5 Commercial Law 20 Comp
    LA6002 6 Law Dissertation 40 Optional
    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 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 3 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 KCB in conjunction with the Law School 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.


    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 set out below have been informed by the subject benchmarks.

    The Benchmarks

    The text below has been extracted from the Law benchmark document. The Law benchmarks were last revised in 2007. The Key section is section 1.6 which deals with subject specific abilities. It states:

    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 system2.


    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).


    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.

    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.


    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.

    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.


    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.

    The generic learning outcomes, grouped into the requisite skills categories are set out below. These are informed by the Law Benchmarking Standards set out above, and, in the case of transferable skills (or key skills in University parlance) by the six skills adopted by the University. It should be pointed out that problem solving is not a general, transferable skill in Law, but an intrinsic part of testing knowledge and understanding and thus is represented in the thinking or cognitive skills section. As these are the core of the programme, they also represent the programme learning outcomes and are stated as such in section 23 of this Programme Specification.

    All methods of learning and teaching are  related to and relevant for the acquisition of key and subject specific knowledge and skills, to afford students the best opportunity to meet module and programme learning outcomes. Students will be made aware of how modules will be delivered, and what is expected of them, in the student handbook and in module guides.


    Teaching Methods


    The principal methods of delivery are through lectures (for a whole cohort), workshops (all or part of a module cohort) and seminars (usually a maximum of 15 students). There is a good ratio of small group to large group teaching (typically 1 to 2 at level 4 and better at levels 5 and 6). Typically lectures will be expository and explanatory, teaching to printed materials. However, they will also afford students every opportunity to interact. Workshops will typically be a mixture of lecturing and setting the students tasks and are often used for consolidation of previous topics. Students will be given tasks to complete before seminars and all students will be given the opportunity and be expected 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. For instance in the level 4  context module, there will be sessions, for example, from solicitors and barristers from differing types of practice. Professional guest lecturers will also be 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 will also have law database induction sessions and will continue with learning how to use a law library in the system and skills module.




    Students’ learning will come from a variety of sources. On a day to day basis, they will 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. However, there will be an emphasis at level 4 on introducing the students to independent and reflective learning, as embedded in the system, skills and context modules. Also, they will benefit from visits to courts and other institutions. The induction sessions and system and skills module will 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 is used as both a specific legal and a generic skill. Students will experience it formatively at level 4. This will afford them the opportunity to learn and develop public speaking skills and to present arguments orally in a rational and lucid manner. Suitable, willing students participate in both internal and external mooting competitions at level 5. An eminent local judge judges the final of such an internal competition. Some may also benefit from short placements in a solicitors’ office, barristers' chambers or the Crown Prosecution Service and other partners. Their experiential and independent learning will be enhanced at level 5 by the Law Experiential module, in which such previous placements as described in the previous sentence may be drawn on.


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

    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 the welfare officers of KCB.  

    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.

    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. 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 practice as either a solicitor or barrister.


    Some other graduates may practice 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. Law graduates are well qualified for entry into the various branches of the Civil Service, whether or not in a legal capacity. Graduates are recruited into parts of the financial services sector, such as insurance or banking.

    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 such modules as Human Rights and International Law. At level 4 three modules (discussed in section 24 above) are designed to encourage students to think about the theoretical, philosophical 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.

    All lecturers are aware of diversity issues and discharge their PAT roles with knowledge and sympathy.

    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 Society which allows for students to take on responsibility while developing presentation and critical thinking skills. It is envisaged that there will be a mooting competition between students at the University of Chester and KCB.

    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 at KCBand the students benefit additionally from some very eminent guest speakers and careers talks and visits arranged by KCB

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