UNIVERSITY OF KENT
Confirmation that this version of the module specification has been approved by the School Graduate
Studies Committee: 2 April 2015
MODULE SPECIFICATION
1.
Title of the module
EU Constitutional and Institutional Law (LW815)
2.
School or partner institution which will be responsible for management of the module
Kent Law School
3.
Start date of the module
September 2009, revised start date 2015-16
4.
The number of students expected to take the module
15 at Canterbury, 20 at Brussels
5.
Modules to be withdrawn on the introduction of this proposed module and consultation with
other relevant Schools and Faculties regarding the withdrawal
None
6.
The level of the module
Postgraduate [M]
7.
The number of credits and the ECTS value which the module represents
20 credits (10 ECTS)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn or spring
9.
Prerequisite and co-requisite modules
None
10. The programmes of study to which the module contributes
Canterbury – LLM in (Specialisation); PG Diploma in (Specialisation); PG Certificate in Law
Brussels – LLM in International Law with International Relations; LLM in Public International Law; MA
in Political Strategy and Communication
From 2015-16 Brussels - LLM in (Specialisation); PG Diploma in (Specialisation); PG Certificate in Law;
MA in Political Strategy and Communication
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11. The intended subject specific learning outcomes
11.1 To give students a firm grounding in the rules and concepts of EU constitutional and
institutional law, and a deeper understanding of the broader social and political implications of
European legal integration.
11.2 To enable students to become familiar with the main sources of EU constitutional and
institutional law and to gain an understanding of how to access these materials for the purposes
of preparing a module assessment.
11.3 To allow students to gain an insight into the operation of the EU legal system and into ways
in which Union Law penetrates and becomes part of the national law of the member states.
11.4 To enable students to appreciate the constitutional issues and agendas which are frequently
implicit in cases arising before the ECJ and national constitutional courts.
11.5 To allow students to engage directly with Court of Justice of the EU jurisprudence through
oral presentation and analysis of selected cases
12. The intended generic learning outcomes
12.1 An ability to construct a critical argument in essay form, on the basis of
independent research.
12.2 An ability to present a case, identifying the key concepts, the inter-relation between
the facts and the legal arguments and providing a coherent account of the judgment and of its
broader ramifications.
12.3 An increased confidence in oral communication by participation in seminar
discussion of legal and non-legal issues and EU case law, individually and/or
through teamwork exercises and by delivering a case presentation.
12.4 An ability to make proper use of the library resources by way of law reports,
articles, monographs and textbooks.
12.5 An ability to make proper use of web-based material and to distinguish appropriate
sources from inadequate ones.
12.6 An ability to apply critical, analytical and problem-solving skills in a wide range of different
legal and non-legal settings in seminars and for the purpose of written assessment.
13. A synopsis of the curriculum
This module focuses on the foundational rules, principles and doctrines underpinning the
constitutional and institutional legal framework of the European Union. Against the backdrop of
financial turbulence within the Eurozone and the recent structural reforms to the Union introduced
by the 2007 Lisbon Treaty, this core area of EU law has gained heightened political and legal
significance in the context of on-going debates on the nature and extent of European legal
integration.
The following specific topics will be considered in this module: the respective roles, competencies
and powers of the EU’s main political and judicial institutions; foundational legal principles
underpinning the EU’s legal framework including direct effect and supremacy of Union law; the
relationship between the EU’s Court of Justice and national courts of the Member States;
enforcement mechanisms of EU law; human rights in EU law; EU Citizenship; and legal aspects of the
external relations aspects of the Union. In addition, at the end of the module students will have an
opportunity to take stock and appraise the ‘constitutional’ nature and impact of the Union.
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14. Indicative Reading List
The following are required as general reading and are available in the library. Additional reading will
be recommended and detailed in lecture and seminar handouts;
Craig, P. & De Burca, G.,EU Law ; Text Cases and Materials (OUP 2011)
Chalmers/Davies/Monti, EU Law, 3rd ed (CUP 2014)
Schuetze R, EU Constitutional Law (OUP 2012)
Craig/De Burca (eds) The Evolution of EU law (OUP 2011)
15. Learning and Teaching Methods, including the nature and number of contact hours and the
total study hours which will be expected of students, and how these relate to achievement of
the intended module learning outcomes
There are 200 study hours for the module, with two hours of contact time per week excluding
reading and writing weeks. In addition the module convenor will be available to discuss any
difficulties raised by students, particularly in relation to the preparation of the module assessments
Teaching is through either a combination of lectures and seminars or through seminars alone in
accordance with the teaching preferences of the module convenor.. Where provided, the objective of
lectures is to provide an expository framework of the areas of law to be considered, upon which
students may build more detailed knowledge of the subject through private study. The function of
lectures is to contribute to the realisation of the specific learning outcomes cited in 11.1-4.
Seminars will take the form of a detailed discussion of the more difficult concepts involved, the range
of approaches which are available towards the analysis of the subject area and the identification of
particularly problematic issues. Student participation will be actively encouraged. The function of
seminars is to contribute to the realisation of the specific learning outcomes cited in 11.1-5 and to
all the generic learning outcomes, particularly those cited in 12.3 and 12.6.
16. Assessment methods and how these relate to testing achievement of the intended module
learning outcomes
The module is assessed by 100% coursework. Students will be assessed through two assignments.
They will be asked to write a 1000 word answer to an assigned question to be handed in mid-term.
This piece of written work will comprise 10% of their grade. The 1,000 word assignment serves to
underpin the achievement of the following module learning outcomes: 11.1-11.3 and 12.1-12.2 and
12.4-12.6.
The second piece of written work will be an essay of 3-4,000 words for 90% of their grade.
Essay: Essay topics will be provided by mid-term, though students may write an essay on another
topic within the scope of the module providing the title of this is stated and approved by the module
convenor in advance of submission. The facility for students to opt for an agreed essay topic outside
those provided by the module convenor is thought to be of particular value to those students
following interdisciplinary programmes of study, since it may allow those students to focus upon
issues with cross-disciplinary dimensions. Assessment of student essays is undertaken in accordance
with school Assessment Criteria which place particular emphasis upon the acquisition of relevant
critical or evaluative skills. The essay assessment serves to underpin the achievement of the following
module learning outcomes: 11.1-11.5 as well as and 12.1-12.6.
Students learn and achieve the oral skills mentioned in 11.5 and 12.3 through formative seminar
participation, in which informal feedback is provided on student presentations where given.
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17. Implications for learning resources, including staff, library, IT and space
None
18. The School recognises and has embedded the expectations of current disability equality legislation,
and supports students with a declared disability or special educational need in its teaching. Within
this module we will make reasonable adjustments wherever necessary, including additional or
substitute materials, teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared disabilities will be
made on an individual basis, in consultation with the University’s disability/dyslexia support service,
and specialist support will be provided where needed.
19. Campus(es) where module will be delivered: Canterbury and Brussels
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