Faculty of Business, Education and Law
PROGRAMME HANDBOOK 2014-2015
LEGAL PRACTICE COURSE
Author: Catherine Edwards
Date of Issue: August 2014
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1.
Welcome to the Faculty
Welcome to the Faculty of Business, Education and Law.
As Staffordshire students and through the “Staffordshire Graduate” programme, we focus on
you. We help you to learn to be independent thinkers, to debate, question and discuss key
issues in your chosen subject. You will be encouraged to be enterprising and entrepreneurial,
to be an effective communicator and successful team worker.
Enterprise and entrepreneurship are important to us at the University; they are integral to the
design of all our programmes. This means we need to have close connections with employers,
business practitioners and professional bodies that help us make our courses relevant,
interesting and up to date.
The people you meet in the faculty are friendly and approachable. They are all keen to help you
succeed. Our aim is to nurture and inspire you, to help you grow, to build your potential through
working in a vibrant, thriving, and sustainable international academic environment. You will
enjoy working with academic staff who love their subjects and who are passionate about helping
you to build your knowledge and expertise. They all come from different backgrounds and they
will enjoy sharing their research, the work they do with businesses and in the local community
and beyond with you.
The Faculty of Business, Education and Laws is international in its perspective and the people
you meet will be able to talk to you about the strong partnerships we have with other
Universities and Colleges both in this country and around the world. There are many
opportunities for you to learn and gain a global perspective; from other students and the
academic staff. Our job is to help you see new possibilities and to bring new horizons into view.
Above all, our strongest partnership is with you, our students. You are at the heart of everything
we do and we are committed to giving you the best possible experience we can. We
understand the importance of the commitment you have made to us and we value the time you
spend with us and remember, we are always pleased to hear what you have to say.
I hope you have a successful, exciting and fulfilling time with us.
Professor Susan K. Foreman, MSc , PhD
Dean of the Faculty of Business, Education and Law
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2. Welcome to your Programme
Welcome to the Legal Practice Course at Staffordshire University. We are delighted that you have joined us
and hope that you will have a happy and successful year.
The LPC is a very practical course which you may find different to your previous studies. Here we take your
legal knowledge and expect you to apply it in a practical context. Most of our teaching is based on realistic
client case studies in which we aim to emulate legal practice as much as possible. In most workshops you
are expected to act as a trainee in the fictional firm of LPC & Co and give clear accurate advice to your
clients. We will support you in the change to this different style of learning as you draft documentation such
as contracts, wills and pleadings and produce letters and memoranda of advice rather than essays.
We encourage you to participate in the lectures and workshops which are all interactive and which, as far as
possible, reflect life in the world of a legal practitioner. As with legal practice, we expect you to take
responsibility for your own learning supported by guidance from us with detailed, often individual, feedback.
Success on the course is directly related to your preparation and commitment – so our advice is to get
involved from the beginning! Those who excel on the LPC prepare, attend and participate. Those who do not
attend, struggle to pass the course. It is fast paced as indeed life in legal practice is, and so you need to
everything you can to keep on top of the work as there are limited opportunities to catch up. If you get into
difficulties it is key to contact your personal tutor as soon as possible to request assistance. We have
successfully supported many students who have gone on to become extremely successful solicitors.
We are celebrating our 21st birthday as a Legal Practice Course provider this year, and have thought carefully
about the design of the course. The very nature of this professional course is intensive and demanding and if
there are times when you feel generally under pressure please remember that we are here to support you. If
you feel that you need our help, or just want to talk to us about general concerns or worries, please do come
and talk to us, send us an email, phone or do all three.
We all very much hope you enjoy your time with us and, when you leave us, go on to a successful and
rewarding career. Many former students keep in touch with us via our alumni group on LinkedIn and we
hope that you will too. We also have a twitter feed @staffslpc which you may find useful to follow.
We all wish you the very best of luck, success and good wishes and look forward to getting to know you over
the next few months at this important stage in your legal career.
Best wishes
Catherine Edwards
LPC Award Manager
3. Useful Contacts and Resources
3.1
Academic Contacts
Award Manager: Catherine Edwards, room LW002, 01782 294075, email c.edwards@staffs.ac.uk
As Award Manager I am responsible for the overall course and its development. My role is also to give
you advice and guidance on aspects of the course and its delivery and any issues you may have related
to it.
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You will also be able to have specialist advice and guidance from module tutors in their modules and
more general assistance from your personal tutor.
A full list of staff contacts can be found at http://www.staffs.ac.uk/directory/
3.2
Administrative Contacts
LPC Award Administrator(s) who would usually be your first point of contact for administrative
queries;
Julie Gingell
Sue Dawidczuk
LW001 01782 294452 email j.gingell@staffs.ac.uk
LW001 01782 294777 email s.m.dawidczuk@staffs.ac.uk
Student Guidance Advisor:
Lisa Benson room LW106 Law School Building, Tel 01782 294684.
Email l.j.benson@staffs.ac.uk
3.3 Useful Internet Resources
The Faculty website can be found at: http://www.staffs.ac.uk/academic_depts/fbel/
Here you will find details of timetables, contacts and news regarding the Faculty.
The Faculty uses Blackboard as an online learning environment, and information on modules on which
you are enrolled can be accessed from this. Note: you can only get access to those modules that you are
studying – if you cannot gain access to material, it may be that you are not correctly enrolled on the
module – make sure you let your module tutor or award administrator know.
Blackboard can be found at:
http://blackboard.staffs.ac.uk
The library can be accessed from:
http://www.staffs.ac.uk/support_depts/infoservices/library/
3.4 The Faculty Office
Julie Gingell and Sue Dawidczuk the LPC administrators located in LW001 (details at 3.2 above) should
be your first port of call if you have any queries or problems relating to the LPC or if you are unsure of
how to deal with other queries. They will usually be able to help you immediately but if not they will refer
you to your personal tutor or another member of the team who can also advise on queries
Faculty Reception (Law) is in LW101 Law School Building, Telephone 01782 294550.
The Faculty Office will be able to help you with more general enquiries if the LPC Administrators are not
available for any reason. The Faculty Office team are responsible for managing the wide range of
activities and processes necessary to support students and academic colleagues within the Faculty.
It is important that you get to know staff in the Faculty Office as they are responsible for keeping all the
information on your time with us accurate and up-to-date. In particular, make sure that you:

Check your University e-mail account regularly for any information or queries sent to you by
Faculty administrators or by academic staff. It is your University e-mail account which we will
use for all University correspondence.
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
Always let the Faculty Office know of any changes in your contact details. This includes phone
numbers as well as home and term addresses. It really is important that we know how to get in
touch with you – for example not telling us of a change of address might mean results / referral
information do not get to you.

Always ensure that the Faculty Office is aware of any changes you make to your academic profile
(modules / award) by completing the appropriate module amendment / award transfer forms.
Opening Times are: Monday-Friday 9-4.30
Please feel free to contact the Faculty Office between these times. All queries, no matter how small or
large, are welcome as they ensure that your records are always correct – and this does prevent delays or
difficulties in confirming results at the end of each Academic Year. And if you have a problem which the
Faculty Office can’t help you with, it usually knows somebody who can.
3.5 The Faculty Management Team
The Dean of Faculty
Professor Susan Foreman
Room B315 Brindley Building 01782 294029 Email s.foreman@staffs.ac.uk
In this role, the Dean has responsibility for the strategic development, operation and management of the
faculty. Should you need to speak with her you should normally make an appointment with Victoria Parry,
B315 Brindley Building, tel: 01782 294062, email Victoria.Parry@staffs.ac.uk
Faculty Head of School – Law School
Robert Curtis: Head of Law
Room LW 129 Law Building, Tel 01782 294099 email r.w.curtis@staffs.ac.uk
Robert Curtis oversees the management of all subject areas within the Law School.
Faculty Associate Deans
The Dean is supported in running the Faculty by three Associate Deans:
Robert Curtis: Associate Dean – Learning and Teaching Room LW 129 Law Building, Tel 01782 294099
email r.w.curtis@staffs.ac.uk
Paul Byrne; Associate Dean – Partnerships B374 Brindley Building, Tel 01782 294152 email
p.j.byrne@staffs.ac.uk
David Williamson; Associate Dean – Scholarship, Enterprise and Research B303 Brindley Building, Tel
01782 294192 email David.Williamson@staffs.ac.uk
4. What are the aims and outcomes of the award?
The learning outcomes of this award are subject to the requirements of the Solicitors Regulation Authority
(SRA). The following programme outcomes apply to all modes of study;
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Research across a range of practitioner and primary
sources and evaluate and apply knowledge of the
law and legal practice accurately and effectively
Application
Knowledge and Understanding
Demonstrate the transferable skills and qualities to
be able to act autonomously in planning and
implementing tasks at a professional level
Communication
Identify the complex legal and tactical factors relating
to the client’s objectives and the different means of
achieving those objectives and:
 be aware of the financial, commercial and
personal priorities and constraints to be
taken into account
 be aware of the costs, benefits and risks
involved in transactions or courses of action
 be able to combine that knowledge with
other complex issues and factors in the
provision of advice to the client
Demonstrate self-direction and the assumption of
responsibility and the ability to perform the tasks
required to advance transactions or matters
Enquiry
Demonstrate competence in practitioner skills and
understand where the rules of professional conduct
may impact and be able to apply them in context
Learning
Knowledge and Understanding
Problem Solving
Display originality in problem solving situations and
be able to implement and apply strategies to
achieve the client’s objectives
Enquiry
Analysis
Demonstrate the ability to evaluate complex legal
and factual issues systematically and creatively
and apply these to resolving the client’s objectives
Analysis
Demonstrate the ability to communicate information
which has been carefully analysed and synthesised
effectively and in an appropriate manner, both
orally and in writing, to the client and to other
professionals or organisations
Communication
Analysis
Demonstrate knowledge, understanding and skills
in:
 Professional Conduct and Regulation
 The Core Practice Areas of Business Law
and Practice, Property Law and Practice
and Litigation, Wills and Administration of
Estates
 Taxation
 Course Skills of Practical Legal Research,
Writing, Drafting, Interviewing and Advising
and Advocacy.
You should also be able to transfer skills used in
Knowledge and Understanding
Analysis
Application
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one context to another
Demonstrate knowledge, understanding and skills
in three Vocational Electives
Demonstrate independence and the ability to
assume responsibility for your own learning to
advance your legal and professional skills and
knowledge and
Knowledge and Understanding
Application
Learning
Application
Reflection
Display the ability to reflect on your own learning
and identify your own learning needs
Reflection
5. Professional Body Recognition
The LPC is recognised by the Solicitors Regulation Authority as a Postgraduate diploma for the purpose
of enabling a student to enter the final professional stage of training. The SRA regulations and
requirements take precedence over university regulations.
6. How is the award structured?
All Full time modes of study
STAGE 1
CORE SUBJECTS AND SKILLS
F
U
L
L
T
I
M
E
Teaching
Block 1
Property Law
& Practice
Litigation
Business Law
and Practice
Teaching
Block 2
Solicitors Accounts
Professional Conduct
& Regulation
Skills;
Writing,
Interviewing,
Advocacy,
Research,
Drafting.
Wills and
Administration of
Estates
STAGE 2
ELECTIVES
Choice of 3 electives from the following list:
Family Law and Practice
Corporate and Commercial Client
Employment Law and Practice
Public Child Law
Immigration Law and Practice
Private Client
Advanced Civil Litigation and Dispute Resolution
Advanced Criminal Practice
Commercial Property
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All Part time modes of study
STAGE 1
CORE SUBJECTS AND SKILLS
Y
E
A
R
1
Teaching
Block 1
Business Law &
Practice
Wills and
Administration of
estates
Teaching
Block 2
Skills;
Writing, Interviewing.
STAGE 2
ELECTIVES
Choice of 1-3 electives from the following list;
Family Law and Practice
Corporate and Commercial Client
Employment Law and Practice
Public Child Law
Immigration Law and Practice
Private Client
Further electives are available in Year 2 but require the year 2 core
subjects to have been completed first.
STAGE 1 CORE SUBJECTS AND SKILLS
Y
E
A
R
2
Teaching
Block 1
Property Law &
Practice
Teaching
Block 2
Litigation
Skills;
Advocacy, Research,
Drafting.
Solicitors Accounts
Professional Conduct &
Regulation
STAGE 2
ELECTIVES
Balance of electives to total 3 from the following list;
Family Law and Practice
Corporate and Commercial Client
Employment Law and Practice
Public Child Law
Immigration Law and Practice
Private Client
Advanced Civil Litigation and Dispute Resolution
Advanced Criminal Practice
Commercial Property
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The LPC begins with a Foundation week to introduce the professional ethos of the course and the basic
principles of Stage 1 core practice areas as well as the five legal skills, IT, Careers and Student Support.
The course then continues with the delivery of the Stage 1 Core Practice Areas made up of:
Professional Conduct & Regulation
Solicitors Accounts
Wills and Administration of Estates
Skills
Business Law and Practice and Taxation
Property Law and Practice
Litigation - criminal and civil litigation
Stage 2 consists of the Vocational Electives – see below for details.
See also Appendix C for further details of the content of the electives.
Vocational Electives
Just before Christmas we will give you information about each elective with the opportunity to speak to
the subject tutors. At least 8 students are needed for each elective. A selection of the following electives
will be offered, subject to availability and you need to choose three vocational elective subjects:
Advanced Litigation and Dispute Resolution
Advanced Criminal Litigation
Commercial Property
The Corporate and Commercial Client
Employment Law
Family Law
Private Client Practice
Public Child Law
The electives are delivered over 10 weeks at the end of Stage 1 made up of 9 weeks of class contact and
one week of self- study over Easter. There are 3 hours a week teaching for each subject made up of one I
hour lecture and one 2 hour workshop.
Part-time students
The part-time course is delivered in two modes, both over two years; see the diagram above.
The day mode of delivery requires you to attend with the full-time students during the Foundation week and
then one full day each week (currently Tuesdays for Year 1 and Mondays for Year 2).
For both modes of part-time study you will need to attend for assessments which are usually (although not
always) on Fridays and for transactional days on a Saturday. The dates are on the Assessment Schedule on
Blackboard.
The part-time course for both modes of study is delivered is as follows:
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Year 1 Teaching Block 1
You will study the Foundation week and Business Law & Practice, Wills and Administration of Estates
and the skills of Writing and Interviewing and Advising during stage 1.
In Year 1, Business Law and Practice will start the week after the foundation week and you will
experience the same class contact time as the full-time course with identical teaching materials. All
assessments are identical to those of the full-time course.
Year 1 Teaching Block 2
This starts after the Core Practice Areas assessments and continues until the end of the first year. This
block includes one or more elective subjects (see list above) and you will be notified before Christmas
which electives are available.
Which subjects are offered will depend on student demand and tutor availability; we cannot guarantee
that a particular elective will be offered on your usual day. All electives will be available for you to study
although to take advantage of this you may need to attend on a day which is not your usual day or on a
Blended Learning basis. The elective assessments are the same as for the full-time course.
Year 2 Teaching Block 1
This starts at the beginning of Year 2 (following a foundation week) and consists of Solicitors Accounts,
Property Law & Practice and Litigation and the skills of practical legal research, advocacy and drafting.
All assessments are the same as those for the full-time course.
Year 2 Teaching Block 2
The final stage of the course consists of your remaining electives. A choice is available from the following
full range of electives offered subject to the same provisos stated in Year 1 Teaching Block 2 information
above.
This block is delivered over the remaining 10 weeks of the course.
assessments are identical to those of the full-time course.
The teaching schemes and
Blended Learning Students
The Blended Learning course is delivered 90% online and 10% during the face to face sessions. It follows
the same basic pattern of full time and part time delivery but is delivered online with 5 instances of face to
face teaching. It is vital to your success on the course that you fully engage online and keep pace with the
workshops. Blended Learning is not an easy route, you will need to be self-disciplined and make sure you
do not fall behind. It is however, a flexible way of studying the LPC which enables you to study when you
want to, whatever the time of day or night.
The face to face sessions during foundation week and in weeks 7 and 15 are very important and they will
build on the work you have already done but also introduce new aspects and some skills which are best
taught face to face. Attendance at the face to face sessions is compulsory. Year 2 subjects will usually be
taught on Saturdays and year 1 subjects on Sundays of the weekend face to face sessions. However for
skills such as advocacy and interviewing attendance may be required across both days as you will have a
mock assessment on Saturday and the actual assessment on the Sunday.
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7. How will I learn on this award?
The LPC requires you to be assessed on your knowledge of law, practice and procedure, legal skills and
on the subjects that are pervasive to legal practice including professional conduct and regulation. The
following teaching and learning strategies apply to all our modes of study;
Face to face modes of study
Lectures
Your lectures are for the whole group, will last for an hour and usually contain interactive elements. The
sessions provide an overview of key legal principles and identify important issues. They also include practical
examples with which you will interact and demonstrate the application of legal rules in a variety of contexts.
Workshops
The workshops are in small groups and last for 2 hours. These again are enquiry and practice-based,
interactive workshops to give you experience of what a legal transaction is like. An integral part of these
interactive sessions are discussion groups where the application of general principles and procedures are
considered and explained through examples arising from legal practice, case studies, presentations and role
play. All workshop sessions end with feedback and discussion.
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Blended Learning mode of study
You will study 90% of the course online. Each subject will have a learning module which you will study each
week. Each week builds upon what you have completed the week before. Each learning module will follow a
common structure;
 Instructions
 Podcasts
 Workshop Tasks
 Summary Sheet
The podcasts will provide an overview of key legal principles and identify important issues. They also include
practical examples with which you will interact and demonstrate the application of legal rules in a variety of
contexts. As far as possible the workshop tasks will mirror what the face to face students will be doing in
class. These again are enquiry and practice-based, interactive workshops to give you experience of what a
legal transaction is like. The application of general principles and procedures are considered and explained
through examples arising from legal practice, case studies, and presentations. All workshop sessions end
with feedback through a summary sheet.
In addition to the online learning modules you will also have a subject tutor available every week at a
designated time;
Tuesdays 6-9pm (UK time)
Thursdays 6-9pm (UK time)
BLP1 and Civil Litigation/Criminal Litigation
BLP2 and Property Law
You can reach your tutor by email, phone or skype to discuss any queries you may have with the course.
They guarantee to be available during those times for BL students but may be available at additional times as
well.
The face to face sessions during foundation week, weeks 7 and 15 of the core subject and week 1 and week
9 of the electives are crucial to your success on the course. Attendance is compulsory. See BL Calendar on
Blackboard for details.
You must also attend all assessments at the University unless special arrangements have been made in
advance and at the University’s discretion. Assessments are also subject to the fit to sit policy- see section 9
below- Extenuating Circumstances.
Face to Face Students; Attendance, Absence and Punctuality
Attendance at all teaching sessions is compulsory although we appreciate that sometimes unforeseen
difficulties arise. Many workshops rely on teamwork; unauthorised absences diminish the experience of your
peer group and place a greater burden on them. The LPC is very intensive with a high proportion of small
group work in which you are required to actively participate. There is a continuous programme of
assessments so you cannot overcome the effect of sustained absences by attempting to catch up at the end
of the course.
It is important that you are punctual for all sessions, partly because you need to participate in teamwork but
also because late arrival is disruptive. We maintain registers for all teaching sessions and closely monitor
punctuality. If you are absent on two consecutive occasions your personal tutor will write to you asking
you get in touch. Remember that a poor attendance and punctuality record will impact on the quality of the
reference that we supply to a prospective employer on your behalf.
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You may need to claim extenuating circumstances for assessments which you should discuss with your
subject or personal tutor. Your doctor’s note may be a key piece of evidence required by the Extenuating
Circumstances Panel in considering your claim.
Face to Face International Students – Monitoring of Attendance
If you are an international student you will probably have entered the UK under Tier 4 of the Points Based
System for immigration. Included in this new immigration system is the requirement for the University to
have a Tier 4 sponsor licence. As part of the conditions of obtaining the licence, we are required, by law,
to inform the Home Office UK Border Agency if you are not engaging in your studies, withdraw, transfer
institution, go onto a placement or return to your home country without permission. We want to make this
as simple and straightforward a process as possible for you. You will receive details at the International
Student Induction session detailing the arrangements for monitoring attendance. This requires you to
have an attendance form signed by your personal tutor on different occasions throughout the academic
year. If you attend your studies on a regular basis and complete your assessments as required, you have
absolutely nothing to worry about. It is very important that you comply with these arrangements, as your
student visa depends on this.
8. Support and Guidance
8.1
Academic Support and Guidance
Throughout your course you will meet the Module Tutors at the taught sessions. If you require additional
advice and guidance, please do not hesitate to contact the Module Tutors, Award Leader or the Award
Administrator. One-to-one support tutorials can be arranged on request, either be face to face, by
telephone or by e-mail.
Please contact your tutor if you have any concerns about assessment or any other aspect of your course.
Generic support with studying, assignments and assessments can be found on the libraries’ Learning
Support web-pages: http://www.staffs.ac.uk/support_depts/infoservices/learning_support/index.jsp
8.2 General Support and Guidance
If you have concerns about your ability to complete your course for any reason, you are strongly
encouraged to speak to one of the tutors and hopefully a mutually agreeable support strategy can be
offered to you.
If you have any general concerns, the Faculty Student Guidance Advisor can help you with a wide
range of educational issues as well as offering specialist information and support. A drop-in service is
available, but to discuss an issue in depth you can then book an appointment.
If you are part-time, off campus, or a distance learning student you can telephone or email your faculty
Advisor. These details are on the Student Guidance website:
http://www.staffs.ac.uk/support_depts/studentguidance/index.jsp
8.3 Disability
Staffordshire University is committed to enabling all students to achieve their full potential. If you have a
disability or specific learning difficulty (SpLD) which might affect your progress, you are strongly advised
to disclose this to one of the Award or Module Tutors at the earliest opportunity. Every effort will be made
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to implement any reasonable adjustments to the learning environment in order to support you through the
module. Each Faculty has a Disability Coordinator who coordinates support for disabled students. The
Law School Disability Co-ordinator is Elizabeth Gillow, Room LW014 email; eag2@staffs.ac.uk; tel
01782294461.
The Student Enabling Centre provides specialist study support for disabled students and also a
counselling service to support students who may experience issues that affect their mental wellbeing.
The service provides a range of information, advice and facilities such as offering study needs
assessments, help to apply for the Disabled Students’ Allowance (DSA) and providing study support
services for students with dyslexia.
At Stoke, the Student Enabling Centre is based in the Cadman Courtyard, and at Stafford in the One Stop
Shop in the Beacon Building. More information about the Student Enabling Centre can be obtained from
http://www.staffs.ac.uk/study/disabled/
or
by
email
at
disability@staffs.ac.uk
or
counsellingreception@staffs.ac.uk
8.4
The Students’ Union
Your Students’ Union understands the pressures and challenges of academic study and is always here to
help all its student members.
Representation
If you have an issue with your course, you can turn to your Student Academic Representatives. Elected
by their course mates, the Student Academic Reps are there to listen to your views, represent them at
faculty meetings involving your course and feed them back to the Students’ Union to help achieve positive
outcomes for you. If you’re not sure if your course has a Student Academic Rep, get in touch with the
Students’ Union and we can find yours or help you become one.
Advice
For those matters that can’t be fixed so easily, the Union also provides a team of fully-trained advisers to
help you solve your problem. Available on both Stafford and Stoke campuses, the advisers can be seen
for free all week, just drop in to find out when they’re free. The team can help you with academic issues,
housing, student funding, benefits and much more. If you can’t make it into the Union, you can also chat
to them online at www.staffsunion.com/advice.
8.5
Further Support
The University has other services which offer support to international students, mature students, students
with caring responsibilities and students who have been in care. Information on all our services for
students can be found at www.staffs.ac.uk/study/services/
9.
Assessments
The Assessment policy of the LPC is designed to meet the requirements of the SRA and so these regulations
take precedence over the university regulations. The Assessment Schedule provides you with the dates for
each assessment and is available on Blackboard. If there are any minor alterations you will be notified via
Blackboard.
You will not be assessed on an assignment which needs to be handed in. On occasion you may be
asked to hand in a mock assessment and if so, you will need to hand this in to the LPC administrators in
LW001 in the Law School and ensure you retain a hard copy.
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WORK WILL ONLY BE ACCEPTED DURING HAND IN TIMES STIPULATED IN YOUR
INSTRUCTIONS. YOU SHOULD ALSO NOTE THAT NO WORK WILL BE ACCEPTED WHICH HAS
BEEN SENT BY FAX OR E-MAIL.
A general explanation of the assessment arrangements is set out below. Hopefully you will find this
explanation helpful but you should always refer to the Award Specific Assessment Regulations which you can
find in the assessments section in Blackboard and in Appendix D in this handbook. It is important that you are
familiar with the Regulations. Note that these Regulations (designed to meet the requirements of the SRA)
take precedence over the University Academic Award Regulations.
The course is assessed as follows:
Skills "at a glance"
SUBJECT
TYPE OF
SKILL
PASS MARK
TYPE OF EXERCISE
Interviewing &
Advising
Writing
Competent
Oral, role-play exercise
Competent
Property Law and Practice
Drafting
Competent
Writing (Wills and
Administration of Estates )
Written
Litigation
Practical Legal
Research
Advocacy
Competent
Civil Litigation exercise
Competent
Criminal Litigation oral, role
play exercise
Business Law & Practice
The grading of skills assessments
Each skill is assessed on a competent/not yet competent basis. To pass the course you need to be
assessed as competent in all five legal skills.
The programme for skills assessments
You will be assessed in the skills of Writing (in Wills and Administration of Estates), Drafting (in Property Law
& Practice) Practical Legal Research (in Civil Litigation), Advocacy (in Criminal Litigation) and Interviewing
and Advising (Business Law & Practice).
Failure in skills assessments
If you are assessed as not yet competent in any of the skills assessments you can resit the assessment(s) on
two further occasions. The first resit will take place during Stage 1 and the second in the August resit period.
The form of the skills assessments
The assessment within Litigation is in Practical Legal Research and is a written research log and a
supervised assessment. The assessment for Writing & Drafting is writing a document, letter or memorandum.
Skills assessments in Interviewing and Advising and Advocacy are oral role plays.
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Core Practice Areas (stage 1)
These are assessed by an unseen assessment and there is no choice of question available. The
assessments for all Core Practice Areas take place before Easter and the mock assessments are in January.
Under SRA regulations all these assessments have to be taken during the same assessment period. These
assessments are "open book" and you can take the manual(s) and one lever arch file of your notes into the
examination room plus any further materials notified to you in advance. The only exception is solicitors
accounts which is a closed book assessment.
In Litigation, there are two assessment papers; one for Criminal and one for Civil. The Assessment
Regulations state that the assessments in Criminal and Civil Litigation are treated as one assessment.
In both Business Law & Practice and Property Law and Practice the assessment is divided into two papers
and again, for the purposes of the Assessment Regulations, the two papers are treated as one assessment
and include elements of taxation.
Unseen Core Practice Area Assessments "at a glance"
ASSESSMENT
DETAILS
STAGE 1 Core
Practice Areas
Core assessments take place for each subject and consist of 2 papers
which together comprise the assessment in that subject area
Business Law and
Practice
Paper 1 – 2.5 hours
Paper 2 – 2.5 hours
Litigation
Civil Litigation and Dispute Resolution -2 hours 30 minutes
Criminal Litigation -2 hours 30 minutes
Property Law and
Practice
Paper 1 - 2 hours 30 minutes
Paper 2 -1 hour

Both parts of each Core assessment must be taken within the same assessment period
although they may be on different days.

The pass mark is 50%. One mark is provided for each Core assessment which is reached
by aggregating the marks from the 2 papers. You do not have to obtain a pass mark on
each paper.

If any Core is reassessed for whatever reason, you must be reassessed in both parts.
Vocational Electives
There is one open book assessment for each subject taken in supervised conditions.
Professional Conduct and Regulation (PCR)
PCR is assessed at the end of Stage 1 in a discrete written assessment for which a mark is awarded. In
addition, 5% of the marks in the subject assessments of the Core Practice Areas are attributed to PCR
although these do not contribute to the marks awarded to pass the assessment in PCR.
PCR can form part of any assessment and those marks are not aggregated within your overall PCR marks.
Solicitors’ Accounts
This is a “closed book” one 2 hour paper on the Solicitors' Accounts Rules. You will be awarded a mark and
must obtain 50% of the total available marks on this assessment to pass
Professional Conduct and Regulation, Wills and Administration of Estates & Solicitors Accounts "at
a glance"
16
SUBJECT
DETAILS
Wills and
Administration of
Estates
1 assessment in the context of the Writing Skill assessment on a
competent/not yet competent basis.
You will sit one assessment which assesses Writing skills and Wills and
Administration of Estates. The prescribed pass mark of at least 50% is
required in order to obtain an award of competent.
Professional Conduct
and Regulation (PCR)
A 2 hour assessment and a percentage mark will be awarded. A mark of
50% is required to pass the assessment.
Within each Core assessment a minimum of 5% of the total marks
available are allocated to PCR. These marks shall count towards the
assessment of the Core and not to the assessment of PCR.
Solicitors’ Accounts
A 2 hour assessment and a percentage mark will be awarded. A mark of
50% is required to pass the assessment. This is a closed book
assessment.
The Pass Mark
The pass mark for all assessments is 50%.
Failures
The Assessments Regulations contain detailed provisions where one or more elements of the course are
failed. A "what if" guide to the main points follows, though we must stress that the Regulations take
precedence and the guide is for your information only.
N.B.(a) Non-attendance at any assessment of any kind is treated as a fail, subject to the discretion of the
Board of Examiners to grant the right to a first attempt (otherwise known as a “deferral”) if satisfied by
authenticated extenuating circumstances below.
(b) There are two re-assessment opportunities for fails in any of the assessments.
17
"WHAT IF" GUIDE TO FAILURE OF ELEMENTS OF THE COURSE
FAILURE IN:
RESULT:
Stage 1 or Elective subjects
You can resit any of these assessments on two occasions. The
first resit for Stage 1 is during Stage 2 and the second in August.
Skills assessments
You can resit on two more occasions. The first resit is during
Stage 1 and the second resit in August following Stage 2.
Professional Conduct and
Regulation
You can to resit on two occasions. The first resit assessment is
during Stage 2 and the second resit in August following Stage 2
Solicitors Accounts
You can resit on two occasions. The first resit is during Stage 1
and the second resit in August following Stage 2.
Only one element of the course
You will not be able to obtain a Distinction. You may still be able
to obtain a Commendation (subject to fulfilment of the relevant
criteria) but can have only one failed assessment in either a core
or elective subject ,Solicitors Accounts, Skills or Professional
Conduct and Regulation and only if that failed assessment was
failed on no more than one occasion
A subject assessment but pass
any Course Skills associated with
that subject
The Course Skills assessments are “banked”.
N.B. (a) The maximum mark available for any re-sit or referred assessment is 50%.
(b) Compensation is not permitted on this course.
Overall Time Limit
The Solicitors Regulation Authority time limit for completion of the course is 5 years from the date of the first
assessment, whether or not you were successful. This time limit may be waived by the Board of Examiners
in exceptional circumstances only and this discretion must also be ratified on an individual case basis by the
Solicitors Regulation Authority.
Commendations and Distinctions
If you pass the whole course at the first attempt and achieve an overall average of 70% or above you will be
awarded a Pass with Distinction provided at least four of the overall subject marks are 70% or above.
If you achieve an overall average of 60% or above you will be awarded a Pass with Commendation
provided at least four of the overall subject marks are at least 60 or above. You may obtain the benefit of one
in-course re-assessment and nevertheless obtain a Pass with Commendation provided that the mark
awarded on the resit is capped at 50 and the above conditions are satisfied.
None of the elements of the LPC have any credit rating for the purposes of university regulations. However
upon completion you will be awarded a postgraduate diploma in legal practice which is recognised as 120
credits.
Extenuating Circumstances
Applications for extenuating circumstances & sitting supervised assessments (“fit to sit”)
If your absence from the programme, for example as a result of ill-health, affects any aspect of your
assessment, you may be eligible to submit a claim for extenuating circumstances. The University defines
18
extenuating circumstances as ‘circumstances which are beyond the control of the student, which could
not reasonably have been foreseen or prevented by the student and which would substantially impact on
a student’s performance in assessment’. You are strongly encouraged to discuss your extenuating
circumstances with your Personal Tutor, Faculty Student Guidance Advisor or other appropriate member
of staff. Further information can be found at
http://www.staffs.ac.uk/assets/extenuating_circumstances_procedure_tcm44-25749.pdf
If you attend an assessment you will be deemed to be “fit to sit” it. If you become ill during an
assessment and/or are unable to complete the assessment for any other reason you must notify the
invigilator immediately. Please see the section on “What if I become ill during an assessment?” in the
table below. If you do not attend an assessment you will be deemed to fail it unless you submit a
successful EC application providing satisfactory reasons for your absence, e.g. illness.
Academic and administrative staff cannot advise you on whether to attend an assessment or on the likely
outcome of an application for extenuating circumstances. Decisions on such applications made by the
Board of Examiners are final.
If you submit an EC application, you must notify your Personal Tutor, the Course Administrator or the Award
Manager. Written notification must be made before the assessment or, if that is not feasible, within 10
working days after the date of the assessment. In appropriate circumstances the Board of Examiners can
disregard the result of an assessment where a student has suffered from proven extenuating circumstances
and instead allow the student a further sit, known as a “deferral”.
Documentary evidence supporting any EC claim must be submitted within 28 days of the assessment.
In case of illness or injury a medical report must be submitted detailing the illness or injury and stating how it
has affected your preparation for or performance in the assessment. In other circumstances documentary
evidence might include a police report if you have been the victim of a crime, or, where a close relative has
been ill, a report confirming the illness and outlining the effect of their illness on you. In each case the
evidence must relate to the date of the particular assessment.
Please note that ongoing family responsibilities or work pressures are a fact of life and cannot justify the
granting of this concession by the Board of Examiners.
There are no provisions in the Course regulations to condone a failure where extenuating
circumstances are present. Instead, the Board of Examiners may, at its discretion, disregard the
failure and permit a further sit at the assessment, as if for the first time, known as a “deferral”.
19
Please read carefully the LPC assessment regulations dealing with
extenuating circumstances.
FREQUENTLY ASKED QUESTIONS: EXTENUATING CIRCUMSTANCES
(EC’s)
What if I feel ill on
the day of the
assessment?
What if I can’t get
supporting
evidence to you
within 28 days?
If I am ill/leave
early due to an EC
& fail to submit an
EC, can I submit
at a later stage?
If I do not attend
an assessment
because I am ill,
and I submit an
application for
EC’s, what
happens next?
If I suffer
bereavement
before an
assessment,
should I attend &
hope I pass, or be
absent & submit
an EC application?
If I have a
disability can I
submit an
application for
extenuating
circumstances?
I have a disability
and cannot attend
an assessment
due to EC’s
unrelated to my
disability?
What if I become ill
during an
assessment?
Only you can decide whether to attend the assessment. You must obtain
medical evidence eg a doctor’s report that you were unfit to sit the assessment.
If you do attend, no concession will be made unless you become ill during the
assessment – the provisions applying to this circumstance appear below “What
if I fall ill during the assessment?”
You must submit your EC application before the assessment or within 10
working days after the assessment and submit your evidence within 28 days of
the assessment.
There is a 10 working day deadline for submission of EC’s. If you were unable,
e.g. for medical reasons, to submit your application on time, you would need to
have medical evidence to explain the reason for the late submission of your
application. The Board of Examiners would first decide whether the grounds for
late submission were acceptable before it considered the application itself.
Your application and supporting evidence will be submitted to the Board of
Examiners. If the Board accepts your application, your profile will show you as
absent with an upheld EC application. You will sit again at the next opportunity
at the same stage (e.g. if this was your 1st attempt, you will sit at the next
opportunity as a1st attempt). If the Board does not accept your application, your
profile will show you as absent with a rejected EC application. You will fail the
assessment and will sit again at the next opportunity at the next stage (e.g. if this
was your 1st attempt, you will sit at the next opportunity as a 2 nd attempt).
Everybody responds differently to bereavement. You must decide whether you
feel fit to sit. If you sit, you cannot submit an EC application. If you are absent
you must submit an EC application and make a good case; you cannot expect
the Board of Examiners to guess the effect that bereavement has on you. You
must also provide evidence (eg medical evidence as to how you have been
affected or a death certificate).
It is your responsibility to disclose your disability to the University well before
assessments through the Enabling Service, or discuss with to a member of staff
who will advise you to follow this up. Once your support needs are assessed,
you negotiate a Learning Support Agreement with an Advisor. This will list
assessment arrangements to which you are entitled. It will not be necessary to
submit an EC application as your needs will have been met.
In such cases, you will need to submit an application for extenuating
circumstances in the same way as any other student (see details above).
If you become ill during an assessment, or are unable to continue due to any
reason and cannot complete the assessment you must notify the invigilator
immediately and terminate the assessment:
 if you wish to be deemed absent, you must complete an EC
20
I suffer from hay
fever -can I leave
during the
assessment and
submit an EC
application?
What are the
examiners
“exceptional”
circumstances
justifying leaving
an assessment?
If I am absent from
1 part of a 2-part
assessment can I
obtain the mark for
part completed?
application, in which case your script will not be processed. (You
must still provide independent evidence and submit the application
within the time limit);

if you feel you completed enough of the assessment to pass, you
may choose not to complete an EC application. Your paper will be
marked but no concession made for your illness. If you become ill
but choose to remain in the examination room no concession will
be granted.
This is most unlikely to be seen as an exceptional circumstance justifying
leaving the examination. If you suffer from hay fever or other similar conditions,
you must ensure that you have the appropriate medication in case you get
symptoms during the examination.
We are unable to pre-empt any decision of the Board of Examiners. Note that, if
you do leave and submit an EC application, your paper will not be processed
and you will be deemed absent even if your circumstances are not considered
exceptional. In those circumstances you will fail the assessment.
No. Business, Property and Litigation are single assessments in two parts. If
you are absent from one part you will have to sit both parts at a future date.
Anonymous Submission
Note that all assessments are marked anonymously, and that you are asked to fold and stick down the
top-flap of the examination booklet to conceal your name before handing in your work. This is an
important tool in helping to safeguard the integrity of the assessment process. Anonymous marking,
however, may not be appropriate certain kinds of assessment (for example, an artefact or presentation).
For online submissions, we will use the tools available in Backboard to ensure anonymity wherever
possible.
Learning Support Agreements
If you have a learning support agreement which recognises dyslexia as a disability make sure that you
ask for one of the yellow stickers (available from the Faculty Office) to attach to your work to signal to the
tutor that the assignment needs to be marked on content and understanding and not penalised for
grammar, spelling or punctuation errors.
10. Feedback on Your Work
Seven principles of good feedback
Good feedback should:
1. Be an interactive process involving student-tutor and student-student dialogue;
21
2. Facilitate the development of self assessment and reflection;
3. Clarify for students and staff, through dialogue, what good or bad performance actually is in the
assignment or task;
4. Be developmental, progressive and transferable to new learning contexts;
5. Be ongoing and embedded in the learning process;
6. Motivate, build esteem and confidence to support sustainable lifelong learning;
7. Support the development of learning groups and communities.
The University’s Academic Board has been considering the outcomes of the last National Student Survey
and discussing how it can provide quicker assessment feedback to students. This guidance refers to
summative (actual) rather than formative (practice) assessments. In relation to this, the following has
been agreed:
Coursework and other assessments, excluding examinations
You will normally receive feedback on all your assessments, other than examinations, within 20 working
days following the date of submission of your assessment or actual date of the assessment (in the case
of class tests). For some assessments the feedback period will be less than 20 working days. However, it
may be the case that the 20 day rule for some assessments cannot be met for justified reasons (for
example, modules on which a large number of students are enrolled). However, it is anticipated that this
will apply to only a small number of modules on your award and, in those cases, the feedback return
period will not exceed 25 days. The anticipated feedback return times for all assessments will be
published in your Module Handbooks.
In order to ensure that feedback is provided within 20 days, in most cases, the marks for your work will be
provisional and will be subject to final ratification by the appropriate Assessment Board in due course.
Formal University examinations
Feedback for examinations will always be provided. This feedback can take a variety of forms and be
either generic or personalised.
The University hopes that you will also play your part by ensuring that you collect feedback from the
relevant sources as soon as it is available.
11. External Examiners
As with all universities in the UK, Staffordshire employs external examiners who are specialist in the area
you are studying. The majority are drawn from other universities or colleges in the country, although some
will also come from industry or other relevant professions. External examiners look at the assignments
that are set for you and the work you produce. They are asked to confirm that the standards are
appropriate for the level at which you are studying. They attend assessment and award boards and write
an annual report for the University which is used as part of the process, (which includes student
representatives) of monitoring the quality and standards of your award. You are entitled to see these
reports and if you wish to do so you should contact your Faculty office.
External examiner(s) who are responsible for your award are :
Paul McConnell- University of Law, Birmingham.
Fiona Hunter-Rioch- University of Law, Birmingham.
Jane Sendall- Ministry of Justice.
Margaret King- John Burton & Co Solicitors, Stone.
22
NB: It is not appropriate for you to make direct contact with external examiners, in particular regarding
your individual performance in assessments. There are other mechanisms you can use if you are
unhappy with your results or other aspects of your award, such as the appeal and complaints procedures.
External examiners have been informed that if they are contacted directly by students they should decline
to comment and refer the student back to the University.
12. Personal Development Planning and Personal Tutoring
Personal Development Planning - PDP
Some of you will already be working in legal practice whilst others will have no practical experience of
legal practice and may be coming straight from having completed the academic stage of training or are
seeking a change of career.
Careers Support
The LPC careers tutor is Susan Wigglesworth - Room LW007 tel 294818 s.j.wigglesworth@staffs.ac.uk
who delivers a pro-active programme of careers support extending both throughout the course. All LPC
careers sessions are compulsory to help you both now and later in your career. There is a wide-ranging
programme of guest speakers providing an insight into practice and creating an awareness of alternative
career paths and opportunities. Representatives from firms, industry and local authority legal departments
provide guidance on CV drafting, covering letters, interview techniques and general job-hunting advice and
information. They also provide examples of good practice and common errors. Many of our guest speakers
are recent graduates or local and regional employers who can guide you as to what employers are looking for
when recruiting staff and how to stand out and succeed. Everyone has a unique selling point and through the
careers programme we will help you find yours!
In addition to the timetabled careers sessions there are also voluntary workshops designed to help you
improve your CV, covering letter and completing application forms. These are small group sessions to help
you maximise your potential.
Your personal tutor is responsible for initial careers advice and will look at first drafts of your CV and
covering letter. In addition Susan is available to give individual advice and assistance on all PDP and
employability issues, including mock interviews and assessment centres.
We are committed to ensuring the employability of all of our students who will have an opportunity to
enhance their employability skills as they work through the course. It is best to put your efforts into
evaluating your CV at an early stage of the course so you can gain the most out of the support on offer.
We have experience in assisting students to secure employment locally, regionally and internationally.
Susan
is
supported
in
her
role
by
the
university
careers
centre.
http://www.staffs.ac.uk/support_depts/careers/
Mentoring scheme
You will have the opportunity to join our mentoring scheme which assigns you to a practitioner who will meet
you to discuss issues of practice at the "sharp end" for a perspective on practical problems and professional
life generally. It also enables you to experience the organisation of a solicitors' office and get a "feel" for
professional life. The tutor responsible for the scheme is Nicola Cole LW014 n.m.cole@staffs.ac.uk and she
will speak to you in October to give you information about the scheme and how to join.
E-mail alert system
23
We retain a list of students seeking legal employment and regularly contact them with details of vacancies
which employers often send exclusively to us. You will be asked for contact details for this service at the end
of the course. Local practitioners regularly treat us as the first point of contact when looking for trainees and
paralegals and many students have obtained training contracts as a result.
Competitions
You are encouraged to enter various competitions such as interviewing, negotiating and mooting. The
University teams for these skills have achieved high levels of success over the years, winning national and
international competitions. Our teams have been runners up in the national negotiation competition and some
years ago reached the finals of both the negotiation and interviewing competitions taking first place and
representing the UK at the international negotiation competition in Dublin.
Personal tutoring
You will experience an exceptional level of pastoral care in our personal tutorial system. We believe that
you need to be aware of the tutor support and personal contact available to you as soon as you join us, your
initial contact with your personal tutor takes place on your first day. This meeting is followed by other
scheduled sessions with your personal tutor however, our LPC team operates an “open door” policy, enabling
you to receive advice and support when you need it.
You will be allocated a Personal Tutor from the LPC teaching team who will be your first point of contact for
academic or personal queries. Your Personal Tutor will respect your confidence and will monitor your
progress and attendance on the course. He or she will also be primarily responsible for your pastoral
support, assessment and other course issues and is your first port of call should you be experiencing any
difficulties or problems. Your tutor will also supply references for you and will meet you on enrolment day and
then at regular intervals throughout the course.
13. Accreditation of Prior Learning
The Recognition of Prior Learning is the term used when a student uses his or her previous experiences
to gain admission to a programme of study; admission to a module; admission at an intermediate stage in
a programme (advanced standing); or to gain exemption from part of a programme of study. These
previous experiences may be work-based learning, general learning experiences (experiential) or
certificated qualifications.
Students transferring from another LPC provider
Prior to accepting any student who wishes to transfer, we would need to consider the syllabi they have
studied before transfer in order to be satisfied that they would be able to cope with the demands and
syllabi of our course. We would however look at each student on an individual basis.
BVC/BPTC graduates
The Solicitors Regulation Authority (SRA) has decided to trial their approach to APL with BVC/BPTC
graduates.
Successful BVC graduates may, if the LPC provider determines, be granted exemption from attendance
and assessment in the following areas of the LPC:
24
Stage 1 – Litigation, advocacy, drafting, and practical legal research
Stage 2 – Two vocational electives
Successful graduates of the BPTC may, if the LPC provider determines, be granted exemption from
attendance and assessment in the following areas:
Stage 1 – Litigation, advocacy, drafting
Stage 2 – Two vocational electives
14. Award Regulations
Your award is regulated by the University’s Academic Award Regulations and the requirements of the
professional body (Solicitors Regulation Authority). The university regulations can be accessed at:
http://www.staffs.ac.uk/legal/policies/awardregs/index.jsp
15. Award Specific Regulations
The award specific regulations for the Post Graduate Diploma in Legal Practice are devised to meet the
requirements of the SRA and take precedence over the University Academic Award Regulations for all
modes of study. These award specific regulations are contained in Appendix D.
University Academic Award Regulations and Regulations for Students
Any regulations not covered by the above award specific regulations will be governed by the University
Academic Award Regulations, the General Regulations for Students and other University Policies.
16. Concerns and Complaints
We endeavour through our support systems to deal with any concerns and complaints informally. Within
your department, we advise you to talk to your Module Tutor, Award Leader or Personal Tutor as soon as
possible. You can also talk to the Faculty Student Guidance Advisor.
If you are still dissatisfied then the University has in place a Complaints Procedure. You can also use the
Complaints Procedure if you feel you have been subject to discrimination, harassment, bullying or abuse.
For more information contact the Appeals Complaints and Conduct Manager on 01782 294359 or visit:
http://www.staffs.ac.uk/support_depts/info_centre/handbook/conduct/index.jsp
17. Academic Misconduct and Plagiarism
The University and Faculty take the issues of academic dishonesty, plagiarism or cheating very seriously.
If you are caught breaking the University’s rules, you can expect to be punished – this might mean failing
an assignment, failing a module or even failing your award and being asked to leave the University. You
should also consider the impact that a finding of academic misconduct may have upon your future legal
career as it may be reported to the Solicitors Regulation Authority as a dishonesty offence.
25
It is vitally important that you understand the rules regarding plagiarism. These can be found at:
http://www.staffs.ac.uk/assets/academic_misconduct_tcm44-26770.pdf
There are several resources available to help you in writing and preparing assignments so that you do not
break the rules. You might want to look at the following resources.
http://www.staffs.ac.uk/studyskills
If in doubt, make sure you ask your tutor before you submit work, or arrange to see someone in the Study
Skills Centre (located in the library).
18. Equality and Diversity
Staffordshire University is committed to equality of opportunity and diversity: these are part of the core
values of the institution. We aim to be an inclusive organisation where everyone has a fair opportunity to
fulfil their potential.
At Staffordshire University we recognise that people are unique individuals. We are committed to
ensuring that all our students and staff - whatever their background, nationality, cultural heritage, age,
race, disability, ethnic origin, gender, sexual orientation, religion, belief, colour, gender identity, skills and
experiences - are able to study or work in an environment free from discrimination, harassment, bullying
and victimisation.
We all have a responsibility to ensure that this happens, and students and staff are expected to behave in
a way that promotes a welcoming and inclusive environment for all.
The Students’ Charter sets out the University’s commitment to students and your responsibilities as a
student. This can be found at http://www.staffs.ac.uk/assets/student_charter_tcm44-26822.pdf. The
University also has a behaviour policy to inform students and staff of the behaviour expected of students.
This can be found at: www.staffs.ac.uk/legal/policies/index.jsp
More information, support and advice about any aspect of equality and diversity at Staffordshire
University can be obtained from http://www.staffs.ac.uk/support_depts/equality/.
19. Student Guide
This Award Handbook is supported by information on the Faculty induction website and other resources
provided by Central Services.
Faculty webpages
http://www.staffs.ac.uk/academic_depts/fbel/
a2z4u
http://www.staffs.ac.uk/a2z4u
If you are still unable to locate the information you need, please ask the course administrator on
01782294452 or lpc@staffs.ac.uk.
26
Appendix A - Glossary of Terms
Subjects
A unit of study with a defined learning outcomes, curriculum and
assessment.
The subject definition is to found in the subject specification for the subject.
Core Practice
Area
These are the Core Practice Areas in Stage 1 of the LPC that you must take
and pass to qualify for the given award.
Electives
This is an additional subject chosen from a list of practice areas to be studied
at Stage 2 of the LPC. Students must study 3 electives. For part time
students they can choose 1, 2 or all 3 electives in year 1 or in year 2.
Marks
On completion of the assessment of a Core Practice Area, you will be
awarded a mark for that subject. The pass mark for all assessments is 50%
Competent/Not
yet Competent
This means obtaining 50% of the available marks and applies to all the legal
skills assessments and to the Wills and Administration of Estates assessment.
You will be assessed in accordance with a marking scheme where the specific
criteria for the particular exercise in question are identified. You will not be
awarded a mark but will be graded as competent or not yet competent in that
assessment.
Teaching block
A period of study into which the year is divided, that may include induction,
learning, assessment and academic counseling.
Fit to Sit
All LPC assessments are subject to the fit to sit policy. If you attend an
assessment you will be deemed to be “fit to sit” that assessment. If you
become ill during an assessment and/or are unable to complete the
assessment for any other reason you must notify the invigilator immediately.
Please see the section on “What if I become ill during an assessment?”. If
you do not attend an assessment you will be deemed to fail it unless you
submit a successful EC application providing satisfactory reasons for your
absence, e.g. illness.
27
Application
Reflection
x
x
x
xx
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Communication
Problem Solving
x
Enquiry
x
Learning
Analysis
Knowledge &
Understanding
Professional &
Commercial
Awareness
Appendix B - Learning Outcomes of the Award
Stage 1
Business Law
& Practice
Property Law
& Practice
Litigation
Legal Skills
Professional
Conduct &
Regulation
Solicitors
Accounts
Practical
Legal
Research
Wills and
Administration
Stage 2
Advanced
Litigation &
Dispute
Resolution
Advanced
Criminal
Practice
Commercial
Property
Employment
Law
Family Law
Private Client
Practice
Public Child
Law
The
Corporate &
Commercial
Client
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
28
Appendix C - Curriculum Maps
Stage 1
Core Practice Areas
Business Law & Practice
Sale & purchase of companies, drafting
documentation, identifying legal
commercial needs, professional conduct
and regulation, client care and money
laundering, business accounts and
taxation, partnerships, insolvency, share
sales, stakeholders
Property Law & Practice
Pre-contract stage, binding contract,
completion of transaction, VAT
Litigation
Case analysis, course of action and
funding, procedure, civil litigation and
dispute resolution, criminal law and
practice
Legal Skills
Writing, Drafting, Practical Legal
Research, Interviewing, Advocacy
Professional Conduct and Regulation
Professional Conduct, The Profession,
Money Laundering, Financial Services
Solicitors Accounts
Accounting principles, solicitors
accounts, VAT, interest on client
money, conveyancing transaction,
completion money
Wills and Administration of Estates
Will drafting, intestacy, oath drafting,
estate accounts, taxation
University 8
Enquiry
Problem Solving
Analysis
Application
Knowledge and Understanding
Communication
Commercial Awareness and Professionalism
Reflection
Problem Solving
Communication
Knowledge & Understanding
Analysis
Enquiry
Application
Problem Solving
Enquiry
Communication
Application
Analysis
Learning
Reflection
Knowledge & Understanding
Knowledge & Understanding
Analysis
Problem Solving
Commercial Awareness & Professionalism
Communication
Application
Knowledge & Understanding
Commercial Awareness & professionalism
Analysis
Application
Reflection
Problem Solving
Knowledge & Understanding
Analysis
Application
Enquiry
Commercial Awareness & Professionalism
Communication
Knowledge & Understanding
Analysis
Enquiry
Application
29
Stage 2
Vocational Electives
Advanced Litigation & Dispute
Resolution
Case analysis, course of action and costs
procedure, personal injury, commercial
litigation
Advanced Criminal Practice
Case analysis, courses of action and
funding, youth justice, police station
representation, road traffic, evidence
Commercial Property
Business leases, codes of practice,
subleases, legal conflicts, planning,
contaminated land, revenue issues
Employment Law
Non contentious employment law, unfair
and wrongful dismissal, discrimination,
tribunals, TUPE and redundancy
Family Law
Divorce and Dissolution, ancillary relief,
domestic violence, children
cohabitees
Private Client Practice
Legal and factual issues, taxation,
drafting documentation, professional and
commercial awareness, financial services
Public Child Law
Children in Need, Parental responsibility,
care orders, key professionals, care
planning, experts in care proceedings
The Corporate & Commercial Client
Commercial contracts, warranties &
indemnities, corporate transactions,
contractual terms, due diligence, drafting
documentation, potential conflict and
litigation issues, commercial awareness
Analysis
Problem Solving
Communication
Application
Enquiry
Reflection
Knowledge & Understanding
Problem Solving
Knowledge & Understanding
Analysis
Communication
Application
Enquiry
Knowledge and Understanding
Application
Analysis
Learning
Communication
Enquiry
Problem Solving
Reflection
Application
Knowledge & Understanding
Communication
Analysis
Commercial Awareness & Professionalism
Enquiry
Reflection
Communication
Problem Solving
Application
Analysis
Knowledge and Understanding
Knowledge and Understanding
Communication
Analysis
Problem Solving
Commercial Awareness and Professionalism
Enquiry
Problem Solving
Knowledge & Understanding
Commercial Awareness & Professionalism
Application
Communication
Enquiry
Problem Solving
Application
Knowledge and Understanding
Commercial Awareness & Professionalism
Communication
30
Appendix D – Award Specific Regulations
AWARD SPECIFIC REGULATIONS
for the course leading to the
POSTGRADUATE DIPLOMA IN LEGAL PRACTICE
All Modes of Study
1. Definitions
In these Regulations, the following terms shall have the following meanings:
“Core”
“Deferral”
“Examination Board”
One of the Core Practice Areas of Business Law & Practice,
Litigation and Property Law & Practice.
Any LPC Assessment taken by a student at a later stage as a
result of a successful application for extenuating
circumstances under Regulation 10.
The board consisting of:



“Electives”
“LPC Assessments”
“PCR”
“Reassessment”
“Referral”
“Skills”
“Stage 1”
“Stage 2”
“Subject Assessment”
A member of the Faculty Management Team (Chair);
The Award Manager for the Legal Practice Course;
All members of the academic staff who are concerned
with the teaching or examination, or both, of students
on the Legal Practice Course; and
 The External Examiners for the Legal Practice
Course.
The three vocational electives chosen by a student from the
list provided by the Law School.
Subject Assessments, Skills Assessments and the
assessments in Wills and the Administration of Estates, PCR
and Solicitors’ Accounts.
Professional Conduct and Regulation.
Any LPC Assessment which is being taken again by a student
in accordance with these Regulations.
A further attempt at an LPC Assessment having made a
previous attempt(s) but not achieving the pass mark.
Advocacy, Interviewing and Advising, Writing, Drafting and
Practical Legal Research.
The part of the Legal Practice Course covering the delivery
and assessment of the Cores, Skills, PCR, Solicitors’
Accounts and Wills and the Administration of Estates.
The part of the Legal Practice Course covering the delivery
and assessment of the Electives.
The assessment of any Core or Elective.
2. External Examiners
a. The External Examiners for the Legal Practice Course shall be appointed by the Solicitors
Regulation Authority (“SRA”). The decision of the External Examiners on matters of
assessment shall be final.
b. The functions of each External Examiner so far as the LPC Assessments are concerned
shall be:
 to act as an independent advisor to the SRA at the Examination Board
31




to receive, review and approve the draft forms of LPC Assessment for which he or she is
responsible
to receive and review all assessment scripts and Skills assessments as the Award Manager
shall determine or the External Examiner shall require in the subject areas and/or Skills for
which he or she is responsible
To advise on the standards of the LPC Assessments to ensure that they meet the
requirements of the SRA and
To ensure the keeping of records of student achievement and the issue of student
transcripts.
3. Assessment Strategy
a. Students enrolling on the Legal Practice Course shall be assessed in accordance with
these Regulations and the results will be determined by the Examination Board.
b. The various areas of the course shall be assessed as follows:
ASSESSMENT
DETAILS
STAGE 1
CORES
All Core assessments consist of 2 papers comprising one Subject
Assessment:
Business Law and
Practice
Paper 1 of 3 hours duration
Paper 2 of 2.5 hours duration
Litigation
Civil Litigation and Dispute Resolution of 2.5 hours duration
Criminal Litigation of 2.5 hours duration
Property Law and
Practice
Paper 1 of 2.5 hours duration
Paper 2 of 1 hour duration

Both parts of each Core assessment must be taken within the same assessment period,
although they may be on different days.

The pass mark is 50%. One mark is provided for each Core assessment which is reached
by aggregating the marks from the 2 papers. Students do not have to obtain a pass mark
on each paper.

A student who is allowed to be reassessed in any Core must be reassessed in both parts.
SKILLS
All skills are assessed on a Competent / Not Yet Competent basis and
no specific mark is provided.
Advocacy
1 assessment in the context of Litigation.
Interviewing and
Advising
1 assessment in the context of the Cores.
Practical Legal
Research
1 assessment in the context of the Cores.
Drafting
1 assessment in the context of the Cores.
Writing
1 assessment in the context of Wills and Administration of Estates.
OTHER STAGE 1
ASSESSMENTS
Wills and
1 assessment of 2 hours duration in the context of the Writing Skill
32
Administration of
Estates
assessment on a competent/not yet competent basis and no specific
mark is provided.
Students will sit one assessment which will be used discretely to assess
the Skill of Writing and the area of Wills and Administration of Estates.
The prescribed pass mark of at least 50% is required in order to obtain
an award of competent.
PCR
1 assessment of at least 2 hours duration for which a percentage mark
will appear on the student’s transcript. A mark of 50% is required to pass
the assessment.
In addition, within each Core assessment a minimum of 5% of the total
marks available will be allocated to PCR. These marks shall count
towards the assessment of the Core and not to the assessment of
PCR.
Solicitors’ Accounts
1 assessment of 2 hours duration for which a percentage mark will
appear on the student’s transcript. A mark of 50% is required to pass the
assessment. No materials are permitted save an unmarked copy of the
Solicitors’ Accounts Rules.
STAGE 2
Electives
1 assessment of at least 3 hours duration with a pass mark of 50% for
each Elective.
c.
All LPC Assessments (including Referrals and Deferrals) will be based on the law in force
at the time of the assessment, regardless of the law taught to the student during the course.
4. General
a. Taxation shall be assessed within the Cores and appropriate contexts within the Electives
but, for the avoidance of doubt, there is no requirement for discrete assessment or the
deriving of discrete marks.
b. Marks ending in a fraction of 0.5 or more shall be rounded up to the next whole number.
Marks ending in a fraction of less than 0.5 shall be rounded down to the next whole
number. This applies to every mark and there shall be no objection to a student having the
benefit of cumulative rounding.
5. Pass with Distinction
a. A student shall be awarded a pass with distinction where:

all LPC Assessments are passed at the first attempt and

the average mark across all Subject Assessments and the assessments in PCR and
Solicitors’ Accounts is 70% or above and

at least 4 of the marks for the Subject Assessments are 70% or above.
b. The award of distinction will be an award of the University in relation to the Postgraduate
Diploma in Legal Practice and will not be awarded in relation to the qualification of Legal
Practice Course for which marks only are awarded.
6. Pass with Commendation
a. A student shall be awarded a pass with commendation where:
33

all LPC Assessments are passed at the first attempt save that a student who has a Referral
in only one LPC Assessment may still be awarded a commendation provided that the
referred LPC Assessment is passed on the first Referral and that the mark in any Referral
in the Subject Assessments, PCR or Solicitors Accounts is capped at 50% in accordance
with Regulation 8.2;

the average mark across the Subject Assessments and the assessments in PCR and
Solicitors’ Accounts is 60% or above; and

at least 4 of the marks for the Subject Assessments are 60% or above.
b. The award of commendation will be an award of the University in relation to the
Postgraduate Diploma in Legal Practice and will not be awarded in relation to the
qualification of Legal Practice Course for which marks only are awarded.
7. Transcripts
For the purposes of the Legal Practice Course, separate transcripts of results will be issued in relation to
Stage 1 and Stage 2 and the marks for each LPC Assessment or Reassessment (where relevant) will be
shown on those transcripts. Students will receive a separate certificate for the award of Postgraduate
Diploma in Legal Practice.
8. Reassessments
Referrals
a. A student failing any LPC Assessment will be allowed a referral in that assessment or in
those assessments provided they have made a previous attempt but subject to the
provisions of Clause 9.3. The timing of the referred assessment(s) shall be in accordance
with Regulations 10.2-10.4.
b. The mark awarded in a Referral in a Subject Assessment or a Referral in PCR or Solicitors’
Accounts shall be capped at 50%.
c.
Students may have up to two Referrals for each LPC Assessment provided that there shall
be a maximum of three attempts and also provided that the student made a previous
attempt(s).
d. If a student fails any Stage 1 assessment for the third time, they fail that Stage overall. In
those circumstances, Stage 1 of the course and all Stage 1 assessments must be retaken.
e. A student who fails a Stage 2 Elective assessment for the third time can either re-enrol on
the course for that particular Elective or start the study of a fresh Elective.
9. Fit to Sit and Extenuating Circumstances
a. If a student attends an LPC Assessment which is to be sat in supervised conditions, he or
she will be deemed to be fit to sit that assessment.
b. If a student sitting an assessment in supervised conditions becomes unable to continue
with that assessment due to illness or any other reason immediate notification must be
given to the invigilator that the student is withdrawing from the assessment. Any application
for extenuating circumstances shall be submitted within the time limits stated in Regulation
9.4.
34
c.
If a student does not attend an assessment which is to be sat in supervised conditions, the
student will be given a mark of zero unless he or she submits a successful application for
extenuating circumstances under this Regulation.
d. If a student submits an application for extenuating circumstances under this Regulation, he
or she should notify either his or her Personal Tutor, the LPC Administrator or the Award
Manager. Notification (which must be in writing) should be given prior to the particular
assessment or, if that is not feasible, within 10 working days after the assessment to which
the extenuating circumstances relate. In appropriate circumstances, the Examination Board
has the power to disregard the result of an assessment where a student has suffered from
proven extenuating circumstances and instead allow the student a Deferral.
e. Documentary evidence in support of any claim for extenuating circumstances must be
submitted within 28 days after the relevant assessment. The evidence must relate to the
date of the particular assessment to which the extenuating circumstances relate.
f.
Condonation (i.e. a discretion to modify the mark or grade for an assessment) or
compensation (i.e. a transfer of surplus marks between assessments so that a marginal fail
may be treated as a pass) is never permitted, either in response to extenuating
circumstances or otherwise. A student’s marks may not be increased nor may any failure in
any assessment be overlooked in response to extenuating circumstances.
g. It is the student’s responsibility to bring extenuating circumstances to the attention of the
Examination Board before it reaches its decision. In the case of applications made out of
time, the student must satisfy the Examination Board that there was good reason for the
failure to bring the extenuating circumstances to the Examination Board’s attention within
the time limits set out in Regulations 9.4 and 9.5.
h. Ongoing family responsibilities or work pressures will not normally amount to extenuating
circumstances.
i.
Following a successful extenuating circumstances application, the Deferral should be sat in
accordance with Regulation 10.1.
10. Sittings Procedure
a. A student who has successfully applied for extenuating circumstances in accordance with
Regulation 9 in relation to a first attempt in an LPC Assessment shall take the Deferral at
the next available opportunity in the LPC assessments timetable. If the student is unable
to attempt the assessment at the next available opportunity, a mark of zero will be recorded
unless the student successfully applies for extenuating circumstances to be taken into
account under Regulation 9.
b. A student who is taking a second or final attempt in an LPC Assessment shall attempt that
assessment at the next available opportunity in the LPC assessments timetable unless
notice is given in writing to the LPC Administrator in accordance with Regulation 10.3.
This paragraph applies whether the assessment is a Referral under Regulation 8 or
Deferral under Regulation 9.
c.
A student may elect not to take any or all assessments that come within Regulation 10.2
at the next available opportunity by giving the LPC Administrator at least 10 working
days’ notice in writing of his or her intention. Notice by email will be accepted as notice in
writing for these purposes. The student will take any such assessments at the following
opportunity under the LPC assessments timetable unless further notice is given under
this paragraph.
35
d. The Chair of the Examination Board may accept late notifications under Regulation 10.3
at his or her absolute discretion. No late notification shall be accepted if it is received on
the day of the assessment or later. The Chair’s decision under this paragraph shall be
final.
e. If no notification is received in accordance with Regulations 10.3 -10.4 in relation to an
assessment covered by Regulation 10.2 and the student does not attend at the next
available assessment opportunity, a mark of zero will be recorded unless the student
successfully applies for extenuating circumstances to be taken into account under
Regulation 9.
11. Time limit for passing the LPC
a. To pass the LPC (Stages 1 and 2) a student must pass all of the LPC Assessments within
a 5 year period.
b. The date used for determining the start of the 5 year period is the date on which the student
attempted their first LPC Assessment, whether or not they were successful. For the
avoidance of doubt the 5 year period will not run from the date on which results were
confirmed or published or the date of enrolment on the course. The date for determining
the end of the 5 year period will be the date on which the student sat the last LPC
Assessment and any periods of intermission shall count towards the 5 year period. This
regulation applies whether or not a student studies on a full-time or part-time route or a
combination of both.
c.
The University shall be under no obligation to set a separate assessment for students other
than those which naturally fall within the normal assessment cycle. Students may therefore
be subject to both changes in syllabus and law. A student wishing to attempt an
assessment in an Elective subject which is no longer offered may be permitted to attempt
an alternative Elective subject of his or her choice.
36
Appendix E – Feedback on assessments
Our principles - good feedback should:
Because of the principles, you; the student;
can expect:

1. Be an interactive process involving
student-tutor and student-student
dialogue









There should be an agreed point of
reference and common starting point
between students and staff as to what
constitutes the purpose and use of
feedback as part of a learning process. The
content of this originates from the
knowledge and professional expectations of
the subject discipline.
Determining the
common starting point is an iterative
process emerging out of interactive
dialogue between staff, students and their
peers, where all participants challenge and
are open to each other’s views.


To work with a set of agreed
assessment rules
To agree with staff and other students
on why you will get feedback
To debate with other students
To learn from other students
To see other students learn from you
To debate with lecturers and other staff
To learn from lecturers and other staff
University staff to learn from you
Every conversation about your studies
to be a type of feedback you can learn
from (we are an Academic Community)
To get feedback throughout your
course
To also get specific and timely formal
written feedback from lecturers on your
marked assessments

2. Facilitate the development of self
assessment and reflection


The feedback should generate a series of
questions for the student which makes
them think about their learning now, and
what they need to do to develop their
learning in the future. This will enable them
to understand the purpose of the feedback
in each specific context; create the capacity
to developing evaluative judgement; the
ability to review their own performance
against professional and academic criteria;
and to think about learning strategies they
need to develop in the future;
3. Clarify for students and staff, through
dialogue, what good or bad performance
actually is in the assignment or task. [1]








This involves identifying and justifying the
strengths and achievements of the
assignment, artefact or task under
discussion. This should also then lead to
37

To ask yourself new questions about
your learning
To ask yourself new questions about
your subject
To improve your understanding of your
own thoughts
To improve your ability to see the
worth of other people’s work and
thoughts
To improve your ability to evaluate
your own work and the work of others
To become better at working in order
to meet specific goals or targets
To get better at working out what types
of feedback you need and working out
when you need feedback
To get better at seeing where your
work is good and where it needs
improvement
To get better at seeing where other
people’s work is good and where it
needs improvement
To get better at giving people help to
improve their work

outlining how changes and improvements
may be made, through reference to
discussion around what constitutes the
criteria for good performance and how the
outcomes of the task have been met.
Students need to be aware that feedback is
a process that can take place at any time or
place, and isn’t restricted to formal learning
situations.



4. Be developmental, progressive and
transferable to new learning contexts


The dialogue and understanding that
emerges from the feedback should be
applicable both to the current debate and
also contain elements that are able to be
translated to a range of current and future
learning situations. As the student
progresses through their learning journey
they should be developing a more
sustained and sophisticated approach to
their learning, culminating in the expression
of the graduate attributes appropriate to
their level and subject specialism




5. Be ongoing and embedded in the
learning process


Feedback isn’t simply an activity that takes
place after assessment – it isn’t something
that is simply done to students! Feedback
that is effective and timely occurs when
students know when they need it, recognise
what they want it for, and know how to ask
for it in a way that is appropriate to their
needs.. It is multi-faceted both in terms of
content and format.




6. Motivate, build esteem and confidence
to support sustainable lifelong learning

Feedback needs to point out what has been
done well, both in terms of the task process
and the product. Feedback needs to offer
‘do-able’ actions for future learning/work, so
that students are able to improve.
Modules/awards need to engage students
with multiple feedback opportunities,



7. Support the development of learning
groups and communities
Good feedback – as outlined in Points 1- 6 38


To get better at accepting and using
help from other people to improve your
own work
To discuss how ideas like “good” and
“bad” relate to marking criteria
To get and give feedback wherever
you can: not just in tutorials or
seminars
Your feedback to be relevant to your
course
Your feedback to be relevant to the
way your wider subject area is
developing
Your feedback to give you useful ideas
for ways of doing future learning
Your feedback to help you get a
deeper understanding of your subject
Your feedback to help you develop
your overall thinking
To give and receive feedback
frequently
To learn to recognise when it would be
useful for you to get feedback
To learn to recognise what type of
feedback it would be useful for you to
get
To learn how to ask for appropriate
feedback
To recognise that there are many
appropriate ways of giving feedback
To get, and give, praise for things that
have been done well
To get ideas that will help you improve
your future learning and work
To give ideas that will help other
people to improve their future learning
and work
To get a lot of chances to receive and
give feedback in a variety of ways
To be part of an improving learning
community
To be personally responsible for
helping that community get even better
should create the environment whereby
effective and productive learning is taking
place, leading to the emergence of a
flourishing learning community.
39

To see other people also taking
personal responsibility for helping the
community to get even better