Aims

The Legal Institutions and Method module has three inter-related principal aims:
(i) To provide an introduction to the legal system of England and Wales;
(ii) To help you develop and practice fundamental critical, transferable and legal skills for use in the
other subjects that you will study at Newcastle; and
(iii) To engage you in critical reflection about the law.

Outline Of Syllabus

The English Legal System module is structured around two main areas:

(i) Legal Sources of the English Legal System;
• An overview of legal institutions;
• The structure and functions of courts;
• Legislation and statutory interpretation;
• The theory and practice of judicial precedent;
• The European Convention on Human Rights with respect to precedent
and statutory interpretation;
• An introduction to equity and the common law;
• An introduction to the sources of international law and how they relate to the English Legal System

(ii) The civil and criminal justice systems;
• Trials and Appeals;
• Alternative Dispute Resolution (ADR)

Teaching Rationale And Relationship

The teaching methods have been adapted for delivery in the post-COVID environment and are based on the presumption that some in person lectures, seminars and in-person drop-in sessions shall be possible but that this shall need to be supplemented by on-line materials hosted on Canvas (alternative arrangements under ‘FLEX’ are included in case of the possibility of more limited possibilities for on Campus teaching).
Lectures (or an online version if required) provide an overview of the background and main principles, examples of reasoning methods, and an introduction to the main controversial issues. In-person lectures will be supported with structured online guidance and activities.
Lecture materials are recorded materials used to introduce or scaffold material covered during in-person or online lectures, or provide guidance on assessment components.
Seminars (small group teaching) provide the opportunity to develop oral, interpretation and evaluative skills. Discussion is structured to consider questions focusing on key principles and problem areas. Some seminars will use problem style questions, providing opportunities for group-based in-depth skills and knowledge development in relation to the application of the law to complex factual scenarios. Other seminars will focus discussion around debate propositions or essay style statements. These seminar components will provide formative practice opportunities ahead of the summative assessments. There will be four one-hour small group sessions during the semester. All seminars will be synchronous events (whether online or present-in-person).
Skills practice / quizzes will support the lecture materials by providing structured non-synchronous discussion. Each MCQ may be completed within 15 minutes. These MCQs will provide an instant check on understanding and will include feedback or guidance relevant to individual performances. These will contribute to formative activities ahead of the summative assessments.
Drop-in/Surgery sessions reflect the Law School assessment and feedback policy such that markers will offer the opportunity for one-to-one oral feedback on students' assessed work. The time given is indicative; more time may be scheduled if necessary, to meet the demand for individual feedback.
Independent study takes the form of directed study around lectures and seminars, as well as the research and writing of coursework. Students are also encouraged to undertake further self-directed research.

Assessment Rationale And Relationship

The summative assessment provides students with the opportunity to demonstrate their knowledge and understanding of a broad range of topics within the syllabus.
The formative assessment will provide the opportunity to test their knowledge and understanding of discrete topics and to practice their research and written skills and the cognitive skills of analysis, synthesis, critical judgment and evaluation.
In addition to the formative assessment, the structured online learning activities and small group teaching sessions have been designed to focus on the skills development necessary for the summative work.