LLBQLD002 The English Legal System
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LLBQLD002
The English Legal System
Assignment
Date for Submission: Please refer to the timetable on ilearn (The
submission portal on ilearn will close at 14.00 UK time on the date of
submission)
Page 1 of 7
Assignment Brief
As part of the formal assessment for the programme, you are required to
submit an English Legal System assignment. Please refer to your Student
Handbook for full details of the programme assessment scheme and
general information on preparing and submitting assignments.
Learning Outcomes:
After completing the module you should be able to:
1. Demonstrate a sound and critical understanding of the structures of
the English legal System and the key sources of law
2. Assess how policy development and judicial structures affect the evolution of
law in the legal system
3. Understand the main legal principles underpinning the English Legal System
4. Effectively communicate findings in a clear and coherent manner.
This assessment covers Learning Outcomes 1-4.
Your assignment should include: a title page containing your student number, the
module name, the submission deadline and a word count; the appendices if
relevant; and a reference list in the correct format. You should address all the
elements of the assignment task listed below. Please note that tutors will use the
assessment criteria set out below in assessing your work.
Warning:
QLD Regulations require that unfair practice findings are referred to the SRA
(Solicitors Regulation Authority) and BSB (Bar Standards Board) and can prevent
admission as a barrister or a solicitor. Take your referencing seriously. Do not risk
your career.
Maximum word count: 3,000 words
Please note that exceeding the word count will result in a reduction in grade
proportionate to the number of words used in excess of the permitted limit.
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Assignment Task
The heart of the English legal system is built on the doctrine of stare decisis.
Critically analyse the impact that Young v Bristol Aeroplane Co Ltd ([1944]) KB 718 CA)
has had on the doctrine of stare decisis and whether this contradicts the underpinning
principles that the English legal system relies on.
Use legislation and case law within your answer.
(100 Marks)
Page 3 of 7
Formative Feedback
You have the opportunity to submit a draft assessment to receive
formative feedback.
The feedback is designed to help you develop areas of your work and it helps you
develop your skills as an independent learner.
If you are a distance learning student, you should submit your work, by email, to your
tutor, no later than 2 weeks before the actual submission deadline. If you are a blended
learning student, your tutor will give you a deadline for formative feedback and further
details.
Formative feedback will not be given to work submitted after the above date or the date
specified by your tutor – if a blended learning student.
Guidelines
Guidelines for students studying the LLB (Hons) Qualifying Law Degree
You MUST underpin your analysis and evaluation of the key issues with appropriate
and wide-ranging case law and ensure this is referenced using the OSCOLA system.
The My Study Skills Area contains an OSCOLA Referencing Interactive Tutorial. You
must use the OSCOLA referencing method in your assignment.
Warning
QLD (LLB) Regulations require that unfair practice findings are referred to the
SRA (Solicitors Regulation Authority) and BSB (Bar Standards Board) and can
prevent admission as a barrister or a solicitor. Take your referencing seriously. Do
not risk you career.
Guidelines for students studying the BA Joint Honours programmes
You MUST underpin your analysis and evaluation of the key issues with appropriate
and wide ranging academic research and ensure this is referenced using the AU
Harvard system (See “Referencing Guide‟ in the Study Skills Guide in My Resources).
You must use the AU Harvard referencing method in your assignment.
Guide to Harvard Referencing:
http://moodle.bl.rdi.co.uk/guides/HarvardRef/AU_Harvard_Quick_Ref_Guide.pdf
Guide to Harvard Citation:
http://moodle.bl.rdi.co.uk/guides/HarvardRef/AU_Guide_to_Harvard_Citation.pdf
Page 4 of 7
Student Guidelines
Guidelines for students studying the LLB (Hons) Qualifying Law Degree
You MUST underpin your analysis and evaluation of the key issues with appropriate
and wide-ranging case law and ensure this is referenced using the OSCOLA system.
The My Study Skills Area contains an OSCOLA Referencing Interactive Tutorial. You
must use the OSCOLA referencing method in your assignment.
Warning
QLD (LLB) Regulations require that unfair practice findings are referred to the
SRA (Solicitors Regulation Authority) and BSB (Bar Standards Board) and can
prevent admission as a barrister or a solicitor. Take your referencing seriously. Do
not risk you career.
Guidelines for students studying the BA Joint Honours programmes
You MUST underpin your analysis and evaluation of the key issues with appropriate and
wide ranging academic research and ensure this is referenced using the AU Harvard
system (See “Referencing Guide‟ in the Study Skills Guide in My Resources).
You must use the AU Harvard referencing method in your assignment.
Guide to Harvard Referencing:
http://moodle.bl.rdi.co.uk/guides/HarvardRef/AU_Harvard_Quick_Ref_Guide.pdf
Guide to Harvard Citation:
http://moodle.bl.rdi.co.uk/guides/HarvardRef/AU_Guide_to_Harvard_Citation.pdf
Additional notes:
Students are required to indicate the exact word count on the title page of
the assessment.
The word count excludes the title page, tables, figures, diagrams, footnotes,
reference list and appendices. Where assessment questions have been reprinted
from the assessment brief these will also be excluded from the word count. ALL
other printed words ARE included in the word count. See ‘Word Count Policy’ on
the homepage of this module for more information.
Page 5 of 7
Submission Guidance
Assignments submitted late will not be accepted and will be marked as a
0% fail.
Your assessment should be submitted as a single Word (MS Word) or PDF file. For
more information please see the “Guide to Submitting an Assignment” document
available on the module page on iLearn.
You must ensure that the submitted assignment is all your own work and that all
sources used are correctly attributed. Penalties apply to assignments which show
evidence of academic unfair practice. (See the Student Handbook which is on
the homepage of your module and also in the Induction Area).
Page 6 of 7
Assessment Criteria (Learning objectives covered – all)
Level 4 is the first stage on the student journey into undergraduate study. At Level 4 students will be developing their knowledge and understanding of the discipline and will be expected to demonstrate some of those
skills and competences. Student are expected to express their ideas clearly and to structure and develop academic arguments in their work. Students will begin to apply the theory which underpins the subject and will
start to explore how this relates to other areas of their learning and any ethical considerations as appropriate. Students will begin to develop self-awareness of their own academic and professional development.
| Grade | Mark | Generic Assessment Criteria |
| Bands | ||
| First | 80%+ | Outstanding performance which demonstrates the ability to analyse the subject area and to confidently apply theory whilst showing awareness of any relevant ethical considerations. |
| (1) | The work shows an excellent level of competence and confidence in managing appropriate sources and materials, initiative and excellent academic writing skills and professional skills (where | |
| appropriate). The work shows originality of thought. | ||
| 70- | Excellent performance which demonstrates the ability to analyse the subject and apply theory whilst showing some awareness of any relevant ethical considerations. | |
| 79% | The work shows a high level of competence in managing sources and materials, initiative and very good academic writing skills and professional skills (where appropriate). The work shows | |
| originality of thought. | ||
| Upper | 60- | Very good performance which demonstrates the ability to analyse the subject and apply some theory. |
| second | 69% | The work shows a good level of competence in managing sources and materials and some initiative. Academic writing skills are good and expression remains accurate overall. Good |
| (2:1) | professional skills (where appropriate). The work shows some original thought. | |
| Lower | 50- | A satisfactory to good performance which begins to analyse the subject and apply some underpinning theory. |
| second | 59% | The work shows a sound level of competence in managing basic sources and materials. Academic writing skills are satisfactory and expression remains accurate overall although the piece may |
| (2:2) | lack structure. Satisfactory professional skills (where appropriate). The work lacks some original thought. | |
| Third | 40- | Basic level of performance in which there are some omissions in understanding the subject, its underpinning theory and ethical considerations. |
| (3) | 49% | The work shows a basic use of sources and materials. Academic writing skills are limited and there are some errors in expression and the work may lack structure overall. There are some |
| difficulties in developing professional skills (where appropriate). The work lacks original thought and is largely imitative. | ||
| Marginal | 30- | Limited performance in which there are omissions in understanding the subject, its underpinning theory and ethical considerations. The work shows a limited use of sources and materials. |
| fail | 39% | Academic writing skills are weak and there are errors in expression and the work may lack structure overall. There are difficulties in developing professional skills (where appropriate). The work |
| lacks original thought and is largely imitative. | ||
| 29% | A poor performance in which there are substantial gaps in knowledge and understanding, underpinning theory and ethical considerations. | |
| and | The work shows little evidence in the use of appropriate sources and materials. Academic writing skills are very weak and there are numerous errors in expression. The work lacks structure | |
| below | overall. Professional skills (where appropriate) are not developed. The work is imitative. |
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