Module LAW3167 for 2022/3
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Undergraduate Module Descriptor
LAW3167: Access to Justice Clinic
This module descriptor refers to the 2022/3 academic year.
Module Content
Syllabus Plan
Whilst the precise content may vary from year to year, it is envisaged that the syllabus will cover all or some of the following topics:
- Access to justice
- Key issues in a range of areas of law, e.g. housing, employment, general civil litigation and welfare law
- Equality issues and the law
- Civil procedure
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 66 | 234 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activity | 10 | 2 x 5 hour training sessions |
| Scheduled Learning and Teaching Activity | 40 | 20 x 2 hour workshops |
| Scheduled Learning and Teaching Activity | 16 | 8 x 2 hour clinic sessions |
| Guided Independent Study | 134 | Individual reading, research, and preparation for scheduled activities |
| Guided Independent Study | 80 | Summative assessment preparation |
| Guided Independent Study | 20 | Formative assessment preparation |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Reflective portfolio activities | 1,000 words | 1-7 | Individual written feedback (with oral feedback upon request) |
| Case study essay plan | 500 words | 1-4, 6-7 | Oral feedback |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Case study essay | 50 | 2,000 words | 1-4, 6-7 | Individual written feedback (with oral feedback upon request) |
| Reflective portfolio | 50 | 2,000 words | 1-7 | Individual written feedback (with oral feedback upon request) |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Case study essay | Case study essay (2,000 words) | 1-4, 6-7 | August/September reassessment period |
| Reflective portfolio | Reflective portfolio (2,000 words) | 1-7 | August/September reassessment period |
Re-assessment notes
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Basic reading:
Bloch F, The Global Clinical Movement: Educating Lawyers for Social Justice (Oxford University Press, 2010)
Finch E & Fafinski S, Legal Skills (Oxford University Press, 2015)
Keats D, Interviewing: A Practical Guide For Students And Professionals (Open University Press, 2001)
Keyzer P, Kenworthy A & Wilson G (eds) Community Engagement in Contemporary Legal Education: Pro
Bono, Clinical Legal Education and Service Learning (Halstead Press, 2007)
Giddings J, Promoting Justice through Clinical Legal Education (Justice Press, 2013)
Griffiths Baker J, ‘Ethical Education through the Student Law Clinic’ 5(1) (2002) Legal Ethics 24
Pleasence P & Balmer NJ, ‘Mental Health and the Experience of Housing Rights Problems’ 2(1) (2007)
People, Place and Policy, pp 4-16.
Pleasence P & Balmer NJ, ‘Mental Health and the Experience of Social Problems Involving Rights: Findings from the United Kingdom and New Zealand’ 16(1) (2009) Psychiatry, Psychology and Law, pp 123-140.
Pleasence P & Balmer NJ, ‘The Audacity of Justice: Recession, Redundancy, Rights and Legal Aid’ 9(4) (2010) Social Policy and Society pp 475-488
