Programme Specifications

n/a

Law

Datganiad Meincnodi’r Gymraeg gan yr Asiantaeth Sicrhau Ansawdd Addysg Uwch.

September 2023

Medi 2023

The LLB Law Joint Honours (Law and *another subject*) can be a qualifying law degree for the purposes of the legal profession and it also provides a much broader basis for life long intellectual, personal and social development. In addition to enabling students to acquire a sound knowledge base and an understanding of Law and the legal environment, it raises their awareness of the role of Law in society. In addition, the Joint Honours structure enables students to acquire substantial knowledge and understanding of another discipline thus preparing them for the diverse and multi-disciplinary employment environment.

The development of the joint discipline’s subject-based-skills, in addition to a study of its substantive components, promotes an awareness of the interrelationship between Law and another subject. The learning experience provides many opportunities to acquire a wide range of distinctive legal skills and other skills relevant to the joined disciplines. It also facilitates the development of generic skills. Together, these provide a sound foundation for entry into the legal profession and other professions, and for postgraduate study.

• To equip students with the analytical skills necessary to undertake the intellectual study of law.

• To stimulate students intellectually to take an active role in their learning and lead them to a critical appreciation of the discipline and its major debates.

• To develop students’ ability to apply knowledge to the resolution of practical problems.

• To equip students with the research skills to permit them to locate, read and critically assess the work of others and to conduct simple research projects of their own.

• Rhoi i’r myfyrwyr y cyfle i astudio’r iaith Gymraeg a’i llenyddiaeth ar wastad academaidd uchel, gan roi iddynt y moddion i’w deall, eu dadansoddi a’u gwerthfawrogi fel rhan ganolog o hanes meddwl, dychymyg a mynegiant y Cymry.

• Meithrin mewn myfyrwyr y gallu i adnabod teithi’r iaith Gymraeg, a’u galluogi  i’w mynegi eu hunain ynddi, ar lafar ac yn ysgrifenedig, yn hyderus, yn rhugl ac  yn gywir

• Cynorthwyo myfyrwyr i ddeall ac i werthfawrogi grym mynegiannol iaith.

• Meithrin dealltwriaeth o’r broses greadigol ac o werth gweithiau llenyddol.

• Meithrin mewn myfyrwyr y gallu i feddwl drostynt eu hunain, i feithrin barn feirniadol a golygwedd hanesyddol, a, lle bo’n berthnasol, i feithrin eu doniau llenyddol.

• Ennyn mewn myfyrwyr frwdfrydedd tuag at y pwnc.

• Darparu profiad cyffrous a boddhaus o ran dysgu ac addysgu.

• Meithrin sgiliau trosglwyddadwy a fydd yn berthnasol i ddatblygiad personol y myfyrwyr ac a fydd yn gaffaeliad iddynt pan gyflogir hwy maes o law.

• Paratoi myfyrwyr ar gyfer ymateb i ofynion cyflogwyr mewn gyrfaoedd lle byddant yn arddel cymhwyster yn y Gymraeg a lle disgwylir iddynt ddefnyddio’r iaith yn gyson ar wastad uchel.

• Gosod sylfaen ar gyfer astudio pellach o fewn cwmpas y pwnc ei hun ac o fewn meysydd perthynol.

Y mae’r amcanion uchod yn gyson â Datganiad Meincnodi’r Gymraeg a gyhoeddwyd gan yr Asiantaeth Sicrhau Ansawdd Addysg Uwch.

The learning outcomes of this programme are designed to meet the expectations of the Benchmarking Statement for Law. The Joint Honours Schemes provide the student with considerable flexibility when it comes to attaining the scheme learning outcomes. Candidates may pursue a traditional ‘Foundations of Law’ pathway, or alternatively choose a bespoke route by selecting modules of their choice (with appropriate academic guidance from the scheme leader). The structure and the delivery of the degree scheme recognise the need to achieve an appropriate balance between the acquisition of legal knowledge, and the development of legal and generic skills. Integrating these two components is a central feature of the learning outcomes listed below. Reference should also be made to guidance given in the Classification of Examination Results in Law & Criminology, which describes the expected level of performance for each class of degree.

Canlyniadau Dysgu arfaethedig - mae’r rhaglen yn rhoi cyfle i fyfyrwyr ddatblygu a dangos gwybodaeth a dealltwriaeth, sgiliau, doniau a nodweddion eraill yn y meysydd canlynol:

• A1 Knowledge of major concepts, values, principles and rules of the legal system

• A2 An understanding of the institutions and procedures operating at sub-national, national, European and international levels

• A3 An awareness of the 'legal environment'

• A4 Knowledge of specialist areas of law.

• A5 An awareness of the role of Law in society and its historical context

• A6 An understanding of the theoretical underpinning of the Law

Learning and Teaching

Acquisition of A1-A6 is through lectures, seminars, assessed coursework, exams and independent research. Students also learn through participation in discipline-specific student societies and public lectures as well as through other public resources such as newsprint media, TV, radio and the internet. Throughout, students are encouraged to undertake independent reading to supplement, consolidate and broaden individual knowledge and understanding of the subject. Students also learn through self-reflection through engagement in the Personal Tutorial system and the Department’s Careers Development and Employability programmes.

Assessment Strategies and Methods

Knowledge and understanding (A1-A6) is tested through a combination of unseen and pre-seen written examinations (A1-A6), essays (A1-A6), dissertation (A1-A6, depending upon topic) and may, depending on module option choices, include seminar presentations (involving both individual and group work), reports, literature searches, book or film reviews, e-portfolios, learning logs or blogs, and a range of other forms of assessment specific to particular module options.

• A1. Gwybodaeth drylwyr o deithi’r iaith Gymraeg.

• A2. Gwybod sut i ddisgrifio a dadansoddi iaith gan ddefnyddio’r eirfa dechnegol briodol.

• A3. Ymwybyddiaeth gyffredinol o ddatblygiad yr iaith Gymraeg drwy’r oesoedd ac o brif gyfnodau hanesyddol yr iaith.

• A4. Gwybodaeth o lenyddiaeth Gymraeg hen a diweddar.

• A5. Gwybodaeth ynghylch hanes llenyddiaeth Gymraeg ac o’r ffactorau hanesyddol, cymdeithasol a deallusol a ddylanwadodd arni drwy’r oesoedd.

• A6. Gwybodaeth sut i drin gweithiau llenyddol yn feirniadol, gan ddefnyddio geirfa dechnegol lle bo hynny’n briodol.

• A7. Adnabyddiaeth o wahanol ddulliau a genres llenyddol a’r teithi a’r nodweddion a berthyn iddynt.

• A8. Ymwybyddiaeth o’r gwahanol ddulliau o astudio llenyddiaeth, gan gynnwys amgyffrediad o berthnasedd  cysyniadau beirniadol.

• A9. Gwybodaeth ynghylch y cysylltiadau rhwng llenyddiaeth Gymraeg a llenyddiaeth mewn ieithoedd eraill ac o le testunau llenyddol Cymraeg o fewn patrymau diwylliannol rhyngwladol.

• A10. Ymwybyddiaeth o swyddogaeth iaith a llenyddiaeth mewn perthynas â meithrin, cynnal a datblygu’r hunaniaeth genedlaethol Gymreig.

• A11. Ymwybyddiaeth o sefyllfa gymdeithasol bresennol yr iaith ac o’r dulliau a ddefnyddir i’w hyrwyddo a’i hadfer.

• A12. Cynefindra â ffynonellau cyfeirio safonol yn ymwneud â’r Gymraeg a’i diwylliant, ar ffurf brintiedig ac electronig.

Y mae’r elfennau a nodir uchod yn gyson â Datganiad Meincnodi’r Gymraeg a gyhoeddwyd gan yr Asiantaeth Sicrhau Ansawdd Addysg Uwch.

Y dulliau dysgu, addysgu ac asesu a ddefnyddir i gyflawni a dangos y canlyniadau dysgu yr anelir atynt:

Darlithoedd; darllen dan gyfarwyddyd; seminarau; dosbarthiadau tiwtorial; dosbarthiadau iaith; dosbarthiadau darllen testun; gweithdai; paratoi ac ysgrifennu traethodau; gweithio ar draethawd hir neu brosiect; rhoi cyflwyniadau a thrafod cyflwyniadau myfyrwyr eraill; gwaith maes.

Dull asesu:

Arholiadau ysgrifenedig; profion llafar; gwaith cwrs (yn bennaf, traethodau); gwaith prosiect; profion iaith; traethawd estynedig; gwaith ffolio (gan gynnwys ysgrifennu creadigol, ymarferion iaith).

10.2.1 Intellectual Skills

By the end of their programme, all students are expected to be able to demonstrate:

• B1 Identify, describe and evaluate different approaches to analysing the law

• B2 Identify and investigate research issues

• B3 Apply concepts, theories and ideas to concrete cases

• B4 Identify, investigate and formulate solutions to intellectual problems

• B5 Critically reason, analyse and interpret data and ideas

• B6 The ability to distinguish relevance and irrelevance

Learning and Teaching

While lectures introduce students to topics and ideas, the development of intellectual skills takes place when students engage with the topic themselves and interact with others in the intellectual learning community both during discussions (in seminars, where tutors seek to guide and develop intellectual skills), and in the process of reading and writing notes, essays or examinations. Reflection and self-assessment are also integral to the learning of intellectual skills. Tutors form impressions of, and assess, a student's ability and progress through contact with students in seminars and in the assessment of written work.

Assessment Strategies and Methods

Intellectual skills (B1-6) are assessed primarily in essay and examination performance, plus the other methods of assessment set out above. The published assessment criteria reflect these intellectual skills that in turn are mirrored in the feedback to students. Students can assess their own performance by gauging their rate of progress in comparison to that of their peers, and in the light of tutor's comments. Students are free to discuss the informal development and assessment of such skills during staff office hours. Personal learning is enhanced through engagement with the Personal Tutorial system and the Careers Development Programme process.

10.2.2 Professional practical skills / Discipline Specific Skills

By the end of their programme, all students are expected to be able to demonstrate:

• C1 Seek, extract and effectively annotate information from a range of sources

• C2 Prioritise and organise information and deploy it as evidence in argument

• C3 Identification and retrieval of relevant and up to date information

• C4 Express informed opinions through written work and discussion

• C5 Learn from experience

The knowledge and transferable skills identified in the recent Joint Statement (referred to in section 10) are consistent with those identified in the Law Benchmarking Statement andin the Department's Learning Outcomes.

Learning and Teaching

All modules, and in particular modules taught at Part One, contain elements which directly address the development of practical skills (C1-5). The process of writing essays, preparing answers to seminar questions etc. and preparing for examinations allows the student to hone skills through practice, guided by feedback from tutors. (C1-5)

Discussion in seminars or engagement with debate in public fora leads students to improve their intellectual communication skills (C2, C4,). Students also learn and improve such skills through personal reflection on their learning experience (C5) and purposeful adaptation of their learning methods; a process reflected upon in all modules. Personal learning is also enhanced through engagement with the personal tutorial system and the Careers Development Programme process.

Assessment Strategies and Methods

All modules, and in particular the modules taught at Part One, contain forms of assessment which directly address the development of practical skills (C1-5). Exams, essays, critical reviews, and other forms of written coursework address skills C1-5.

• B1. Sgiliau ieithyddol ymarferol a fydd yn cynnwys y gallu i drafod pynciau cymhleth yn raenus, yn ysgrifenedig ac ar lafar.

• B2. Medrau dadansoddi iaith a’r defnydd ohoni mewn amrywiol sefyllfaoedd.

• B3. Y gallu i gynnull ac i gyfleu gwybodaeth ynghylch testunau llenyddol ac i ymdrin â hwy yn feirniadol yn ysgrifenedig ac ar lafar.

• B4. Y gallu i ymateb yn briodol i’r defnydd o iaith ac o’r dychymyg mewn llenyddiaeth.

• B5. Y gallu i ystyried llenyddiaeth yn ei chyd-destun hanesyddol, cymdeithasol a syniadol.

• B6. Y gallu i adnabod confensiynau llenyddol ac i werthfawrogi eu defnydd a’u swyddogaeth mewn perthynas â genres  llenyddol arbennig.

• B7. Llunio llyfryddiaethau a chyfeirio mewn modd safonol a chyson at ffynonellau.        

Y mae’r elfennau a nodir uchod yn gyson â Datganiad Meincnodi’r Gymraeg a gyhoeddwyd gan yr Asiantaeth Sicrhau Ansawdd Addysg Uwch. 

Y dulliau dysgu, addysgu ac asesu a ddefnyddir i gyflawni a dangos y canlyniadau dysgu yr anelir atynt:

Darlithoedd; darllen dan gyfarwyddyd; seminarau; dosbarthiadau tiwtorial; dosbarthiadau iaith; dosbarthiadau darllen testun; gweithdai; paratoi ac ysgrifennu traethodau; gweithio ar draethawd hir neu brosiect; rhoi cyflwyniadau a thrafod cyflwyniadau myfyrwyr eraill; gwaith maes.

Dull asesu:

Arholiadau ysgrifenedig; profion llafar; gwaith cwrs (yn bennaf, traethodau); gwaith prosiect; profion iaith; traethawd estynedig; gwaith ffolio (gan gynnwys ysgrifennu creadigol, ymarferion iaith).

By the end of their programme, all students are expected to be able to demonstrate:

• D1 Time management and personal organisation

• D2 Self awareness and self confidence

• D3 Interpersonal skills

• D4 Team working

• D5 Numerical skills

• D6 IT skills - e.g. WWW, legal databases, e-learning, email and word processing

Learning and Teaching

The programme aims to promote, develop and nurture students’ awareness of and competence in the key transferable skills which are integral to teaching and learning activities across the programme (and in line with the Joint Statement (D1-6). Skills D1-6 are developed through specific modules and learning activities, including small group seminars which specifically focus on D2-3, 5. Skills D6 –D7 are enhanced by aspects of the core modules that include employability and professional skills, through being embedded within the tutorial support system on which all students are enrolled and through regular extra-curricular employability events and sessions.

Assessment Strategies and Methods

Assessment of student capacities in relation to the above outcomes (D1-6) is central to criteria employed in the evaluation of a range of assessment forms employed at all three levels of the degree scheme. These include coursework essays and other forms of written assignment, practical exercises, seminar participation (including group work).

• D1. Gallu mynegiant graenus yn y Gymraeg ar lafar ac yn ysgrifenedig.

• D2. Gallu i gyfleu dadleuon yn gydlynus ac yn groyw ac mewn modd argyhoeddiadol.

• D3. Gallu i feddwl yn annibynnol.

• D4. Gallu i ymagweddu’n feirniadol ac i ddadansoddi a chrynhoi dadleuon a safbwyntiau a gyflwynir gan eraill.

• D5. Gallu i weithio’n annibynnol ac i gywain gwybodaeth yn drefnus a phwrpasol o amryw ffynonellau, i’w chloriannu’n feirniadol gan ddethol elfennau arwyddocaol a dilys, a’i chyflwyno i eraill ar ffurf gydlynus ac ystyrlon.

• D6. Gallu i ddeall ac i ddatblygu cysyniadau cymhleth ac i ymdrin â hwynt yn feirniadol ac yn ddadansoddol.

• D7. Gallu i weithio yn fanwl ac yn drylwyr.

• D8. Medrau trefniadol mewn perthynas â thasgau gosodedig, gan gynnwys rheoli amser yn effeithiol.

• D9. Sgiliau technoleg gwybodaeth sylfaenol, gan gynnwys prosesu geiriau, a’r gallu i gywain gwybodaeth o ffynonellau electronig.

• D10. Golygu gwaith cyn ei gyflwyno mewn diwyg clir a graenus.

• D11. Gallu i ddeall hanfodion deunydd a luniwyd mewn iaith arall/ieithoedd eraill ac i’w gyfieithu i’r Gymraeg neu ei ailfynegi yn y Gymraeg.

Y mae’r elfennau a nodir uchod yn gyson â Datganiad Meincnodi’r Gymraeg a gyhoeddwyd gan yr Asiantaeth Sicrhau Ansawdd Addysg Uwch. 

Y dulliau dysgu, addysgu ac asesu a ddefnyddir i gyflawni a dangos y canlyniadau dysgu yr anelir atynt:

Yn gyffredinol dysgir sgiliau trosglwyddadwy/allweddol drwy ddilyn y modiwlau a astudir, hynny yw, y mae eu meithrin yn gysylltiedig â dulliau dysgu’r modiwlau.    

Ymhlith y dulliau hynny y mae darlithiau, darllen dan gyfarwyddyd, seminarau, dosbarthiadau tiwtorial, paratoi ac ysgrifennu traethodau, a rhoi cyflwyniadau.

Asesir y sgiliau hyn mewn arholiadau ffurfiol, profion iaith, gwaith cwrs, ac asesu llafar.

Y mae mesur gallu’r myfyrwyr i’w mynegi eu hunain yn raenus yn y Gymraeg yn rhan o asesu pob modiwl.