Law with Criminology LLB (Hons)

• Reading and writing critically.
• Constructing and evaluating an argument.
• Note-taking techniques for reading and listening.
• Understanding plagiarism and academic integrity.
• Introduction to reflective practice.
• Preparing for, and delivering, powerpoint presentations.
• Referencing and citation.
• Summarising and paraphrasing written sources.
• Literature searching.
• Report writing.
• The culture and expectations of higher education.
• The assessment process including the role of assessment criteria and feedback.
• The nature of research journal publishing.

Whilst much of the content above is generic, students will be encouraged to situate skills within the context of the undergraduate discipline they are entering, which leads to some variation in emphasis for certain skills.

1.To raise awareness of the range of study skills required for successful higher education studies, including the process of academic writing, reading strategies, seminar skills, organisation of time and materials, planning for and meeting deadlines, understanding and responding to feedback.

2. To introduce students to concepts such as plagiarism, academic integrity and appropriate use of artificial intelligence tools.

3. To facilitate an effective transition into higher education by exploring, and providing guidance in, the key elements of successful undergraduate studentship including students' understanding of taking responsibility for their own learning.

4. To teach students how to undertake a literature, visual or data review for their discipline and be able to differentiate between a valid, reliable source and an unsubstantiated or irrelevant source.  

• Research and planning skills.
• Becoming familiar with topics that comprise their undergraduate degree subject.
• Developing a knowledge base for a discipline of study.
• Identifying areas of interest.
• Application and development of critical analytical skills.
• Development of self-directed study.
• Use of learning resources.

1. To develop students' skills in planning and writing an essay.

2. To familiarise students with the process of tutor supervision for a written piece of work.

3. To give students an opportunity to focus on a topic within their undergraduate degree subject.

4. To write a piece of work that allows the student to broaden and deepen knowledge on a topic of their choice.

5. To prepare and deliver an academic poster presentation outlining the student's research topic.

• Society, social structures and socialisation 
• Social scientific ideas, theories and ‘lenses’ on society 
• Social scientific research and basic research methods  
• Digitalisation of society, smartphone technology and social media platforms 
• Consumerism and consumer culture – definitions, impacts and debates 
• Inequalities related to gender, social class, ‘race’ and ethnicity, and LGBTQ+ communities 
• Social issues and problems related to knife crime, riots and uprisings, prostitution and sex work   
• Social justice, power and movements for social change

1. To examine contemporary society from some key perspectives of social science.

2. To introduce students to research in the social sciences.

3. To introduce students to contemporary themes and issues in the social sciences.

• Introduction to fundamental principles and basic structure of the English Legal System
• Sources of law
• Key legal personnel
• Concepts of criminal law and the Criminal Justice System
• Principles of the Tort of negligence and bringing an action in a civil court

1. To introduce students to the fundamental principles and basic structure of the English Legal System
2. To enable students to develop awareness of key principles, legal institutions and areas of law in the English Legal System
3. To gain an understanding of the role of legal personnel
4. To develop basic knowledge of areas of legal learning, namely criminal law and the law of negligence
5. To begin to develop key skills in the context of legal research, critical evaluation and legal problem solving

How do we define a crime? How do we understand what causes crime? How does criminal behaviour affect individuals and society as a whole and how does society respond to criminal behaviour?

This module introduces students to fundamental debates surrounding the questions above, and more. Indicative content includes: 

• The meaning and scope of criminology
• Defining and measuring crime
• The effects of crime
• Explanations for and causes of crime
• Responses to crime and the role and functions of the Criminal Justice System

This module has been designed with the specific aim of enabling students to understand criminology in a realistic and contextualised manner.  By the end of the module students will be able to answer key questions about what is meant by crime and will appreciate trends in criminal behaviour and who criminals are.   Students will have an overview of the criminological theories and the question of why people commit crime. Students will understand criminology to be a scientific form of study which cuts across the disciplines of sociology, psychology and law.  Students will be able to analyse social, philosophical and legal issues relating to crime, criminal justice and social policies.

• An introduction to creative and critical thinking concepts
• Considering credibility; belief and truth
• Identifying how language is used for persuasion
• Identifying how image is used for persuasion
• Recognising how media is used for manipulation
• An introduction to advertising and marketing techniques
• Representation and misrepresentation of data
• Applying critical thinking skills to contemporary media and technology

1. To introduce approaches to analytical and critical thinking.

2. To develop an understanding of critical thinking when applied to language, image, traditional and online media.

Academic Concepts Covered

• Introduction of obligations: Classification of obligations and introduction to contract and tort law.
• Formation of contract: Offer and acceptance; consideration, exercise of common law and equitable jurisdiction by the courts - promissory estoppel; capacity to contract and intention to create legal relations.
• Obligations arising from contract: Ascertaining the parties' intentions; types of terms, terms implied by the common law and by statute.
• Performance and enforcement: Performance and breach. Remedies for breach, damages and remedies in equity and through restitution.
• Contracts that are void, voidable or the parties are discharged from performance: Mistake, duress and undue influence, misrepresentation, frustration and issues of illegality.

Key Skills Developed

• Legal writing and drafting: producing different types of documents
• Practical legal research: retrieving and using information from primary and secondary sources
• Application of knowledge and understanding
• Communication skills: explaining and discussing contractual concepts orally and in writing
• Time and task management: working effectively in order to meet a series of deadlines across the module and produce answers under examination conditions.

• To introduce students to contractual obligations under the common law as affected by statute.
• To explore contract formation, resulting obligations, vitiating factors, performance, breach and remedies.
• To enable students to have some appreciation of the operation of contract law in practice and the factors that have influenced its development and that may affect its future development.
• To enable students to recognise the importance and role of tortious liability and the law of restitution.
• To reinforce key legal and academic skills.
• To provide students with a foundation for study in other law modules with a commercial basis.

• Principles of the UK constitution: the meaning of democratic governance; sources of the Constitution in the UK; theories and concepts underpinning the Constitution in the UK; arguments for and against codification.
• Parliamentary sovereignty
• The Rule of Law and the Separation of Powers; judicial regulation of governmental behaviour; the importance of an independent judiciary
• Political accountability: ministerial responsibility; mechanisms of Parliamentary accountability; freedom of information
• Legal mechanisms of accountability: judicial review
• Introduction to The Human Rights Act 1998: consequences for the relationship between Parliament and the Judiciary

• To introduce students to the concept and theories of Public Law and place them in a political and historical context.
• To provide a knowledge and understanding of the main United Kingdom institutions of constitutional law.
• To explore the relationship between legislative and executive bodies.
• To provide a knowledge and understanding of how public bodies may be challenged
• To introduce the concept of reform and to engage students in a critical approach to reform.
• To develop skills relating to: legal research, academic writing, referencing, evaluation.

Indicative Content:

1. Introduction to conceptions of Property
2. Introduction to the nature of Equity
3. The nature and classifications of Property within the English Legal System
4. The various rights, estates and interests which may exist in relation to land
5. The system of registration of title (and its contrast with unregistered land)
6. Formal methods and mechanisms for acquiring, protecting and transferring estates/interests in Land
7. Informal methods of acquiring estates/interests in Land, including adverse possession
8. Interests in and over land, including, for example, leases, licences, covenants, and mortgages.

Key Skills:

• Application of knowledge and understanding
• Critical thinking and evaluation
• Producing an argument
• Communication skills

1. To introduce students to the concepts of property, land, and ownership. 
2. To introduce students to the ways in which the law of England and Wales classifies property rights. 
3. To enable students to understand the principles relevant to the acquisition, use and transfer of interests in land. 
4. To examine and understand the rights, estates and interests over land and the ways in which these may be created, protected and transferred. 
5. To introduce students to the importance of the use of land in relation to mortgages and leases. 
6. To introduce students to the acquisition of rights and interests over land otherwise than by acts of the parties.

The key concepts covered by the module:

1. Sources of law and the structure of the English Legal System;
2. Domestic and external sources of law;
3. The doctrines of judicial precedent and statutory interpretation;
4. Personnel in the legal system.

Embedded within the delivery of this content, contact sessions will introduce students to general academic and law specific skills such as:

1. Notetaking
2. Legal referencing
3. Legal and academic databases
4. Writing skills
5. Using information technology
6. Time management
7. Group work
8. Undertaking time constrained multiple choice examination

These key areas of skills development will be undertaken through the module’s blended learning activities and within seminar activities.

1. To introduce students to the sources and classifications of law and structure of the English legal system and those that work within it;
2. To provide knowledge of the various sources of law, both domestic and external, and the principles that underpin them;
3. To embed and develop a variety of generic academic skills;
4. To introduce and explore a variety of subject specific legal skills.

The content of this module fulfils two functions. First, to introduce students to the breadth of criminological scholarship, providing a pathway into the discipline by identifying and exploring key debates and ideas. These will include such issues as the nature of 'crime', its distribution and patterning, major conceptual paradigms, the effects of crime as well as a range of criminal justice challenges such as victimisation. 

In addition, the module also places an emphasis on developing academic and transferable skills, encouraging students to develop beyond the preceding sections of the education system by placing an emphasis on the requirements of independent learning and practical means of getting the most out of higher education. In so doing, it also encourages students to reflect upon how their developing academic skills might transfer over into purposeful and rewarding forms of employment. 

Foundations in Criminology and Criminal Justice is a core module on the level 4 programme in criminology. It is intended to give students a comprehensive introduction to the key issues and debates in criminology that they will develop in levels 5 and 6 of their degree. Students will consider how crime is constructed, perceived and responded to within society. They will explore the interrelationships between crime, social problems and their context. The module is designed to provide students with a basic understanding of subject knowledge and to develop a range of key skills, including research, scholarship and academic practices, thus enabling students to identify, summarise and comment upon a variety of subject matters in a criminological manner, and to organise and articulate ideas and arguments. This module also requires students to consider their own academic and professional skills, and how (and in what ways) this will/can be developed.

Underlying the module is an exploration of the role of policing within liberal democratic society. It will critically analyse the developments in policing and the police and detail the complex policy environment, theories and research on police and policing. This analysis will continue and evaluate policing institutions and operations in the UK and elsewhere with reference to their legal, political, social and cultural implications.

The study of policing has become one of the most contested and debated areas of criminology This module evaluates the historical, comparative, and contemporary development and nature of policing within a broader understanding of the socioeconomic, cultural, and political changes of the last half-century. It provides an assessment of historical and comparative perspectives; dissects and reflects upon the politics of the police, critically reviews areas of doing policing, and explores contemporary debates. 

Within the module, students explore the role of the police and contemporary policing in society and its impacts. This will be reviewed within the context of the emergence, development, and contemporary transformation of policing in regional, national and international settings. We will evaluate the aims, functions, models, and cultures of contemporary policing, the marketisation of policing services, police powers, and accountability. The relationship between law, governance/regulation, and social order will also be explored. Major developments in contemporary policing will be appraised and students will evaluate future prospects for policing modern society. 

It is anticipated that the module will focus upon the following areas depending upon their relevance in any particular academic session:

• The functions of the criminal law and the aims of the criminal justice system
• Principles of liability and the nature of criminal offences
• Defences
• Offences against the person (fatal, non-fatal and sexual)
• Property Offences
• Any other criminal offences of specific relevance in a given academic session.

The aims of the module are 

• To enable students to identify and comprehend the key concepts and principles of Criminal Law in England and Wales including when criminal responsibility and liability arises in law and may be defended.
• To introduce the major criminal offences and ways of committing offences including, for example, homicide (murder and manslaughter) , offences against the person (the different levels of assaults and battery), sexual offences (rape/ sexual assault and other non-consensual sexual offences) and property offences / offences of dishonesty (theft / burglary / robbery / fraud).
• To explore the acts or omissions (actus reus) and mindset (mens rea) necessary for an offence/ offences to be committed, and any defences which may apply.
• To consider definitions of offences from statute and the common law, and how definitions have been interpreted and applied in cases in the Court of Appeal and House of Lords / Supreme Court

Indicative content includes:

• Research-informed analysis of graduate legal skills development.
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; developing a positive work attitude, resilience, building rapport with co-workers)
• Devising strategies to improve employability
• Critical analysis/evaluation of skills already acquired and gaps
• Plan to address gaps in transferable skills based on organisational analysis and sector opportunities.
• Engagement with a range of graduate, legal-related events and activities
• Theoretical approaches to reflective analysis of personal and professional development through engagement with activities and events

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a range of legal employability events, which will enable them to:

• Develop their understanding of workplace practice and lifelong learning;
• Enhance their work readiness and employability prospects through development of transferable skills;
• Take responsibility for their own learning and acquisition of employability skills;
• Articulate, in writing, their employability skills.

Indicative Content:-

1. Principles of Tort law

2. Specific areas of Tort Law – these may include Negligence, Occupier’s Liability, Private Nuisance, Defamation, Vicarious liability, Product liability , Employer’s Liability and intentional torts such as those involving Trespass to the Person

3. Defences and Remedies in in Tort Law. 

1. To enable students to develop an understanding of the historical development of the law of tort.

2. To enable students to develop a critical understanding of the contemporary law of tort within its social and political contexts. 

3. To encourage a critical approach to legal concepts within the law of tort.

4. To enable students to understand and evaluate the impact of public policy upon the law of tort.  

5. To develop existing academic writing skills and to analyse a range of primary and secondary sources. 

The role of Equity in the English legal system and the nature, classification and characteristics of trusts, including: 

• The development of Equity and an introduction to trusts
• The Three Certainties
• Legal and equitable interests in property 
• The creation of express trusts, the administration of express trusts and aspects of breach of trust and equitable remedies
• Implied trusts, including Trusts of the family home, and principles of Co-ownership 
• Charitable trusts 

This module is designed to appraise the scope and legal framework of the law regarding Equity and Trusts. The module aims to enable students to develop the requisite knowledge of the main concepts, principles and rules of contemporary equity and trusts.

Students are required to demonstrate both theoretical awareness, and the practical application, of equitable and legal principles within the field of Equity and Trusts.

The module enables students to build upon their skills and knowledge, gained in the LA4008 Principles of Property Law, to develop an understanding of the use of the trust in the modern context both domestic and commercial.

• To enable students to examine the reasons for creating trusts 
• To develop students’ ability to explain and apply to factual situations the equitable principles relating to the creation and administration of express private and public trusts, the fiduciary nature of trusteeship and aspects of breach of trust 
• To develop students’ ability to explain and apply the equitable principles relating to the creation of implied trusts, the role of trusts in commercial contexts and in relation to private and family property 
• To develop students’ ability to critically evaluate the principles of the law of trusts and the role of equity in developing that law 

Part A:      

Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:  

• The multiple facets of Global citizenship
• Ethical engagement and practice
• Cross-cultural issues and sensitivity
• Intercultural communication

Theories, models and strategies of learning

• Theories and models Intercultural competence
• Theories and models of Integration and Multiculturalism

• Critical thinking skills and models of Reflection
• Experiential learning models
• Self-directed experiential learning

Personal and placement-related skills

• Enhanced independence
• Improved command of multicultural behaviour
• Increased knowledge and confidence in their individual facets of personal identity
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development
• Team building and team work

Part B:            Overseas

Students will engage in experiential learning activities overseas for at least 150 hours 

The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:

• To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
• To enhance students understanding of the ethical issues related to living and working abroad.
• To increase students Global Citizenship skills
• To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.

To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.

Preparation for the year abroad will take place in Chester during level 5 and will include:

• Cross-cultural issues and sensitivity
• Host-country orientation, study methods– economic, political and social reality of the country
• Orientation specific to exchange – health, education, gender issues
• The United Nations Sustainable Development Goals
• Practical matters relating to living and studying in the wider world

Theories, models and strategies of learning

• Critical thinking skills, experiential learning       and models of reflection

Personal and placement-related transversal skills

• Effective self-motivation and independent resourcefulness
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development

Whilst abroad:

Students will undertake study at one of UoC’s partner universities; it is expected that students will choose a series of modules at the university abroad, which equal a full-time study load. This must be agreed by the host institution and the International Tutor. Students must supply details of their courses/modules on a learning agreement within 4 weeks of arrival at the host university, note students who fail to supply this within 4 weeks may have the opportunity withdrawn.

1. To experience academic life in country outside of the EU, enhancing cultural and intercultural awareness and increasing transversal skills.
2. To reflect on the impact of the experience in their destination on one’s own personal, academic and professional development.
3. To engage with the experience of study at a partner university to gain extensive first-hand knowledge and understanding of the relevant society from the perspective of the resident.
4. To further develop independent learning techniques.
5. To foster critical evaluation.

• Classical & Positivist Criminology 
• Biological  Criminology 
• Chicago School and Environmental Theory 
• Anomie and Strain Theory 
• Subcultural Theory 
• Labelling Theory 
• Realist Perspectives 
• Gendered Criminology 
• Cultural Criminology
• Peace-making Criminology 
• Public Criminology 
• Zemiology and Social Harm 
• Contemporary Developments in Criminology

This core module is designed to develop discipline-specific abilities in the competent use of criminological theory and concepts to understand crime, victimisation and responses to crime and deviance.  It is intended to:

• Provide students with a comprehensive grounding in the varieties of criminological theory.
• Familiarise them with the different assumptions, explanations and proposed solutions embedded within these theories.
• Sensitise students to the importance of the social contexts in which theories are produced.

The module is also designed to develop students learning about 'crime' and 'criminal justice', in that they are not fixed and settled entities but complex and shifting processes whose different characteristics are revealed (and concealed) when viewed through the lenses of different theories. 

This module develops students’ abilities to critically analyse state crime and mechanisms for the resistance of state crime through engagement with leading criminological and sociological theoretical ideas in this field and historical and contemporary case studies. Drawing on theories from agnotology, cultural studies, and studies of survivor testimonies, the module gives attention to strategies for informing public sense-making to motivate active consent, acquiescence and resistance. It gives focus to mechanisms for the resistance of state crime including international responses such as humanitarian law and mechanisms of transitional justice, activism by non-government organisations, public social science and civil activism. Students will be supported with the application of theories to a range historic and contemporary state crime resistance movements. Academic skill development will be embedded throughout the module with activities focussed upon skills such as effective reading and note taking, developing an argument, group working and creative thinking.

To examine definitions of state crime, and the various forms of state crime 

To explore the extent to which the prevalence of state crime can be captured 

To utilise relevant studies from a range of disciplines to understand sense making in relation to conflict through a criminological lens 

To develop an understanding of a range of key mechanisms for resisting state crime and evaluate their abilities to achieve justice and change. 

To study a range of historical and contemporary cases utilising key theories 

Pre-placement:

• Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
• Writing an effective CV. Constructing a letter of application.*
• Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

• The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
• Devising a strategy for integrating into the workplace and work based teams
• Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

• Devising and implementing strategies to improve own approach and performance
• Critical analysis/evaluation of approach to skill development and performance in the workplace;
• Influencing the Placement Provider’s appraisal;
• Devising an action plan to develop gaps in transferable skills based on the placement experiences;

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

• Develop their understanding of workplace practice and lifelong learning;
• Enhance their work readiness and employability prospects through development of transferable skills;
• Take responsibility for their own learning and acquisition of workplace employability skills;
• Articulate, in writing, their employability skills.

Aspects of

1. Parentage and parenthood; rights and responsibilities 
2. Private law decision-making; children’s welfare and autonomy 
3. Public law: role of the Local Authority; child protection, care and supervision, adoption and special guardianship 
4. International law affecting children of relevance at the time of study.

Development of the students' understanding and critical enquiry of the law and procedure relating to arrangements for children's family life in England and Wales.

Development of real word research and presentation skills on the subject of need (or not) for law reform.

1. The historical development of the laws of marriage and ending marriage. 
2. The relationships of marriage, civil partnership and cohabitation. 
3. Nullity, divorce and other decrees 
4. Ancillary relief: financial and property orders and the basis on which they are made, financial provision for children, pre-nuptial and separation agreements. 
5. Rights and duties of cohabitants on death and separation. 
6. Property ownership of the family home  
7. Domestic abuse and legal remedies
8. Comparisons with law in some other jurisdictions
9. Family legal responsibility to the elderly and the vulnerable 

 This module complements LA6004 Child Law, but may be studied independently of that module.

1. To give students a good grounding in the present law of adult, personal relationships.
2. To analyse the policies that lie behind the law of personal relationships.
3. To identify the legal rules relating to marriage and civil partnership and relationship breakdown and assess their consequences and apply them to hypothetical scenarios.
4. To compare the rules for married couples and civil partners with those of unmarried partners, whether same sex or opposite sex and apply those rules.
5. To develop the ability to think in a legal and rational manner as to the present parameters of family law.
6. To consider criticisms and proposals for reform and contrast the law in England and Wales with the law in other jurisdictions.

• The relationship between law, medicine and ethics: paternalism and autonomy
• Medical negligence
• Consent to treatment and capacity
• Abortion and related issues
• Artificial reproduction
• End of life areas, such as euthanasia, assisted suicide and organ transplantation
• Topical areas of medical law, such as Female Genital Mutilation 

• To develop an understanding of substantive and ethical issues in medical law
• To discuss the socio-legal concepts of medical law in both academic and legal discourse
• To critically consider conflicting ethical arguments about medical treatment
• To examine the current regulation of the law on key topics, such as abortion
• To understand the issues surrounding the refusal of withdrawal of medical treatment, euthanasia, and other end-of-life issues
• To understand and evaluate the current legal issues involving particular medical technological advances

• Introduction to the history and concepts of Human Rights and of Human Rights Law.
• Introduction to the European Convention on Human Rights.
• The European Convention on Human Rights and the UK: The Human Rights Act 1998.
• The Human Rights Act 1998: Framework, Mechanisms and Remedies.
• The Human Rights Act 1998: The Protection of Convention Rights.
• The Effectiveness of the European Convention on Human Rights and the Human Rights Act 1998: a critical assessment.
• Freedom of Speech.
• Freedom of Assembly and Association.
• Open Government: The Right to Know.

• To draw upon and develop the understanding gathered from Public Law at level 4.
• To outline the history and sources of UK and European Human Rights Law.
• To develop the students’ ability to describe and evaluate the relevance and impact of this law in protecting human rights.
• To develop the students’ critical awareness of the merits and shortcomings of the UK and European system of Human Rights law.
• To engender a general awareness and interest in these matters and a willingness to look beyond the law to social, political and economic factors.
• To develop a critical review of the law and consider possible reform.

• Introduction to the institutions and sources of Discrimination Law and its historical development at domestic and EU level.
• The concept of discrimination: direct, indirect, victimisation, harassment,
  etc; affirmative action.
• Sex discrimination and equal pay.
• Race Discrimination.
• Disability Discrimination.
• Discrimination on the grounds of sexual orientation, religion or belief, age and transgender.
• Positive action.
• Employment Tribunal procedure.
• The development of the Commission for Equality and Human Rights.

• To outline the law relating to discrimination in the UK in the light of EU membership.
• To develop a critical understanding of the policy behind anti-discrimination law.
• To develop the students’ critical awareness of the merits and shortcomings of the UK system of anti-discrimination legislation

1. Employment status
2. The contract of employment: express terms and implied terms
3. Termination of the contract of employment
4. Collective rights
5. Employment Tribunal procedure

• To equip students with a broad working knowledge of the legal aspects of employment.
• To enable students to acquire an understanding of the principles underpinning the relationships between employers and workers
• To enable students to develop an awareness of the conflicts which exist between employers and workers
• To critically examine the nature, content and context of the law regulating employer/employee relations and to make informed judgements about their merits
• To enable students to understand the influences of European law on UK employment law
• To develop further common economic and philosophical concepts learned in foundation subjects, such as laissez-faire, equality of bargaining power and fairness. 
• To enable students to apply knowledge and understanding to solve problems - actual or hypothetical
• To enable students to develop their practical skills such as for example identifying and retrieving legal information using paper and electronic sources or planning and undertaking research in areas of law not previously studied.
• To equip students with enhanced key skills such as for example understanding and using proficiently the English Language both orally and in writing or constructing a consistent and sustained argument.

• The registered company contrasted with other business models
• Formation of the company
• Separate legal liability and the corporate veil

• The corporate constitution
• Shareholders’ agreements
• Roles of, and division of power between, directors and shareholders

• Equity Finance
• Debt Finance

• Types of director, directors’ statutory duties and transactions with directors
• Minority shareholders’ remedies 
• Corporate governance

• Types of insolvency procedure
• Statutory order of priority on winding up
• Wrongful and fraudulent trading
• Voidable transactions 

• To explore the legal regulation of the formation and administration of companies.
• To develop a critical view of the law and consider possible reform.
• To place Company Law in the context of other areas of law, notably, contract, commercial equity and crime.
• To enable students to apply knowledge and understanding to solve problems - actual or hypothetical
• To enable students to develop their practical skills such as handling and interpreting business documentation.

1. The purpose of the law of evidence and how evidence is classified and the terminology used.
2. The Burden and standard of proof
3. Competence and compellability of witnesses, especially children, the accused and the spouse of the accused including inferences to be drawn from silence of the accused at trial.
4. Examination-in-chief and cross examination
5. Corroboration
6. Identification evidence
7. Expert Evidence
8. Hearsay in criminal proceedings.
9. Character Evidence
10. Confessions

• To explore and learn the sources of evidence and the rules relating to the admissibility of such evidence in criminal and civil trials.
• To examine the historical development and the principles underlying the law of evidence in criminal and civil cases.
• To critically analyse the different evidential frameworks in existence in the civil justice system and the criminal justice system.
• To consider with particular emphasis recent legislation and case law on the rules of evidence
• To criticially analyse the present law and consider and propose whether law relating to evidence is 'fit for purpose' or whether it requires further reform.

The role of Equity in the English legal system and the nature, classification and characteristics of trusts, including: 

• Legal and equitable interests in property 
• The creation of express trusts, the administration of express trusts and aspects of breach of trust and equitable remedies
• Implied trusts, including Trusts of the family home, and principles of Co-ownership 
• Charitable trusts 

• To enable students to examine the reasons for creating trusts 
• To develop students’ ability to explain and apply to factual situations the equitable principles relating to the creation and administration of express private and public trusts, the fiduciary nature of trusteeship and aspects of breach of trust 
• To develop students’ ability to explain and apply the equitable principles relating to the creation of implied trusts, the role of trusts in commercial contexts and in relation to private and family property 
• To develop students’ ability to critically evaluate the principles of the law of trusts and the role of equity in developing that law 

1. To introduce students to concepts of professionalism, integrity and ethical conduct.

2. To enable students to develop skills appropriate to professional practice.

3. To provide opportunities for students to work both independently and collaboratively with peers and to reflect on their skills.

4. To provide opportunities for students to receive, reflect on and act on feedback in a formal and structured manner.

It is anticipated that the module will focus upon the following areas depending upon their relevance in any particular academic session:

• The purpose of specific criminal trial processes
• Advocacy skills and administrative requirements for a no case to answer submission
• Theft
• Robbery
• Burglary
• Inchoate offences

Any other criminal offences of specific relevance in a given academic session.

The module covers a broad spectrum of commercial law topics and serves as an introduction to the areas commonly dealt with by commercial lawyers in practice, including the legal considerations involved in matters such as:

• setting up and funding a business;
• trading goods and services; and
• expanding business operations.

• To introduce various topics of commercial law to students which they can build on in later academic or professional studies
• To provide students with an understanding of the concept of commercial awareness which is crucial for entering the world of work.

Indicative content includes:

• Sources of International Law
• International Legal Personality
• Statehood
• Treaties
• Jurisdiction and Immunities
• State Responsibility
• Use of Force
• Law of the Sea

• Develop students' ability to identify sources of international law and enhance their research skills using both standard and electronic research tools.
• To foster in students a comprehensive knowledge and understanding of the principles of international law through reference to relevant primary and secondary sources.
• To enable students to analysis complex problem scenarios within specific areas of international law, evaluate conflicting arguments, and apply legal principles to address these problems.
• Encourage students to critically examine key concepts and principles in public international law.
• Enhance students' written communication skills, enabling them to articulate legal findings clearly and accurately in a style suitable for various stakeholders.

The intended principal areas of study will cover:

1. The nature and sources of European Union law.
2. The European single market and the UK’s relationship to that market.
3. Free movement of goods within the EU.
4. Trade between the UK and the EU's single market.  
5. The development and enforcement of competition law within the EU.
6. The effect and relevance of EU competition Law in the UK post Brexit.
7. The nature of the UK’s (changing) relationship with the EU.

1. To introduce students to the legal framework within which the European Union operates. 
2. To enable students to comprehend the core principles underpinning the regulation of the free movement of goods within the European single market and to evaluate the effectiveness of these principles in practice.
3. To enable students to understand and appreciate the general aims of EU competition law, as well as recognize the impact of Brexit on EU and UK competition law.
4. Students will be encouraged to identify and evaluate the key actors in the formulation, implementation and enforcement of Union Law at both national and European levels and the impact of European law on UK law.
5. Students will explore the actions that can be taken against Member States, the UK and private companies for infringement of European Union law.

The module covers a diverse range of topics within international trade and investment law, including:

• Foundations of International Economic Law
• International Trade Law
• World Trade Law and Regional Trade Agreements
• International Investment Law
• Dispute Resolution in International Trade and Investment
• The Intersection of Trade and Investment Agreements

The aims of this module are:

• To provide students with foundational knowledge of the key principles in international trade and investment law, taking into account the latest developments in these fields.
• To enable students to formulate effective solutions for legally and factually complex problems within the domain of international trade and investment.
• To enable students to critically assess and apply legal concepts within the field of international trade and investment.
• To develop students' ability to construct sound arguments through critical legal analysis in written and oral communication, focusing on international trade and investment.
• To provide students with understanding of dispute resolution mechanisms relevant to international trade and investment.

Indicative content includes:

• Testamentary Intention and Capacity
• Wills, Formality and Drafting
• Types of Will, Amendment, Revocation and Failure
• Intestacy and Personal Representatives
• Taxation on Death and Administration of Estates
• An Introduction to Inheritance and Succession Planning

This module aims to enhance students’ knowledge of the law of succession (also known as inheritance). This is a core area of legal practice that enables the transfer of wealth from one generation to another.

Students will develop understanding of the legal mechanisms for inheritance and understand the difference between the law of wills, where there is a valid will, and the law of intestacy where someone dies without a valid will.

This module considers the challenges faced by socially disadvantaged clients, and those who advise and represent them, in seeking access to justice.

Indicative areas of practice considered by this module include: 

1. Asylum and Immigration;
2. Housing;
3. Debt and Benefits;
4. Decreased mental capacity (e.g. Lasting Powers of Attorney).

The module aims to enable students to:

• recognise the importance of social justice lawyers and other advisors in today's society;
• understand the work commonly undertaken by social justice lawyers and other advisors; and 
• appreciate the challenges to access to justice faced by economically disadvantaged clients and their advisors.

This module provides an opportunity for students to undertake a significant project demonstrating individual creativity and the exploration and application of knowledge gained on the course. The substantive content will be determined by the student’s own focus and context, developed initially as a negotiated proposal, but with the ultimate aim of providing a Project Portfolio. The outcomes of this project would either be presented or exhibited as part of the department’s end of year project exhibition.

The module aims to provide an opportunity for sustained and independent study in the final year of the Law programmes. It intends to develop knowledge of, and critical insight into, a topic of the student's choice. Students are encouraged to develop an analytical approach to the subject identified for study. The module aims to encourage the articulation of a critically informed perspective on the subject being studied. It also intends to enable the production of a coherent document of rigorous academic standards. 

• Develop students’ ability to: learn independently; design, develop and critically reflect on a resolution to an identified issue; project management, interpersonal skills, time management.
• Enhance the experience of students in carrying out research in an academic and/or relevant practical context.
• The project is expected to involve the development of a project topic; searching for, and organisation of, source material; collection, analysis and evaluation of appropriate primary and secondary source materials; interpretation of meaning and discussion of findings; presentation of project design; referencing sources.

This module explores the role that social scientists can play in communicating and raising awareness of key contemporary sociological, criminological and zemiological issues to the wider public. Students are encouraged to consider the role of social science beyond the university, and its potential to engage the public and contribute to social change.  

Attention is given to the role of power in how claim-makers can influence the framing of social issues as legitimate or illegitimate, and the differential levels of importance ascribed to issues pertaining to social and criminal (in)justice. This will be explored by considering narratives, debates and responses to key contemporary social issues. 

Within the module, students will also engage in discussion regarding the challenges associated with a move towards a more ‘public social science’ and will consider the arguments for making social science research more accessible to those outside of academia. They explore perspectives on social scientists’ social and political responsibilities to engage with, co-learn and educate wider communities. Students will critically consider their own roles and responsibilities as potentially informed advocates for progressive change on key social and political issues, on behalf of and in collaboration with marginalised groups. Through formative activities and summative assessments, they enhance their skills in communicating knowledge and alternative ideas to a range of audiences in an accessible way. 

The module is designed to develop students’ key skills as they assess contemporary and future aspects of sociology and criminology. The module will also help to develop students' critical thinking, as it will encourage them to consider complex and nuanced issues and debates, implications for social justice, and the potential for positive social change. Communication skills are also integral to the module, as students will be required to present academic ideas to different audiences.  

• To encourage understanding of ‘public social science’ and its potential value in engaging with wider audiences to inform public narratives and promote positive social change. 
• To help students develop a critical understanding of the role of power in determining how contemporary and emerging social issues and inequalities are framed and responded to within policy, media and public discourse. 
• To encourage an appreciation of the interdisciplinary relationship between sociological and criminological issues. 
• Explore the future of ‘public social science’ and the role that social science can have in engaging with wider audiences to inform and promote social justice narratives

This module is a critical course concerned with risk behaviours and characteristics in addition to harm reduction strategies. Local, national and international case studies are used to illustrate the conceptual, legal and practical issues surrounding harm reduction approaches. Additionally, the critical discourse surrounding the impact of stigma and marginalisation is discussed throughout the module and students are encouraged to consider how interdisciplinary approaches can be used to improve wellbeing outcomes and reduce risk and vulnerability. The module draws upon criminological, zemiological and public health literature as well as examples of policy and legislation which are applied to debates surrounding harm reduction.

• To critically consider the social, political and legal context of harm reduction.
• To develop a critical understanding of the interrelationships between social harm and injustice, well-being and stigma.
• Examine societal responses and debates concerned with a range of harm reduction and risk case studies.
• Develop an understanding of experiences of marginalised and vulnerable groups and critically reflect on broader social and political discourses that link to risk.

This module reflects the disciplinary expansion of criminology into the field of environmental and animal harms. Green Criminology can be described as the process of considering such crimes and harms using criminological perspectives. In keeping with the underpinning ethos of the University of Chester Criminology programme, this module too is driven by a harm perspective rather than potentially narrow and legalistic definitions of crime. Taking this approach proves valuable in determining the nature and character of harms to the environment and animal species of the planet. 

A central aim of the module will be to examine how, and in what ways, such harmful activities occur, whether they are treated as criminal activity, how those in powerful positions may be implicit in the commissioning of these harms/crimes. Indicative content includes:

• Theories and perspectives in Green Criminology
• History and development
• Mechanisms of control, regulation and/or punishment
• Animal rights and ecological justice
• Social movements and ‘green’ activism
• Environmental victimology and ‘eco-justice
• Prevention, legislating and policing environmental harm
• Media framing
• Researching environmental harms

This module aims to encourage students to think laterally beyond narrow legal definitions of crime in the context of the environment and animal victims of harm. The issues of crimes and harmful behaviours perpetrated by powerful individuals, governments or corporations will be a central theme of this module as will be an appreciation of the devastation and impact of these activities. The module will draw upon a series of case study examples to articulate the dominant themes of green criminology.