Please note

This document only provides information for the academic year selected and does not form part of the student contract

Awarding Institution

University of Huddersfield

Final Award

LLM Master of Laws (LLM)

Teaching Institution

University of Huddersfield

School

Huddersfield Business School

Department

The Law School

Subject Benchmark Statement

UG Law (2019)

Date of Programme Specification Approval

2025-04-01

Version Number

2024.02

Educational Aims of the Course

a conceptual understanding of the law specific to the field of study, its interrelation with other legal fields and their impact on society. a critical awareness of current problems and new insights informed by their academic disciplinary field of study. knowledge of the context in which law operates and the … For more content click the Read More button below. the development of intellectual legal skills such as analysis, critical evaluation, logical thinking, and argument construction. an opportunity for learners to enhance their transferable and interpersonal skills such as the demonstration of initiative and autonomy in planning and implementing tasks to a professional level. a programme of study that enhances prospects of legally-related professional, commercial, business, or academic employment. the development of research skills and the methodological knowledge needed to be an independent researcher able to design a research proposal, identify relevant theories and source data and communicate findings clearly to academic and non-academic audiences.

Course Offering(s)

Part Time

Part Time - September

Full Time

Full Time - September

Full Time - January

Learning Outcomes

On successful completion you will be able to:
1.
Understand in-depth the broader social, political, environmental, or economic context in which the law operates and be able to explain ethical concepts and issues.
2.
Recognise the inter-relatedness of the study of law that takes place within a national and global context.
3.
Develop the skills of an independent researcher showing an in-depth understanding of a range of legal research methodologies and able to evaluate relevant primary and secondary legal sources.
4.
Appraise theoretical concepts, principles and rules through current research and pursue advanced scholarship in the fields of Climate Change and Energy Law.
5.
Devise and sustain legal argumentation, recognising ambiguity and synthesis, using tailored evidence and be able to communicate these to specialist and non-specialist audiences.
6.
Apply legislation, case law and ethical guidelines to create and deliver evidenced solutions to complex legal problems.
7.
Apply an ethical mindset that underpins decision making and actions, and explore values, rights and responsibilities in a variety of subject and issue-related areas.
8.
Demonstrate an independent learning ability for continuing professional development with self-reflection and the ability to learn from experiences and make effective use of feedback
9.
Research complex issues applicable to society showing creativity in problem-solving, applying learned knowledge to make sound judgements with unpredictable information or in the absence of complete data.

Interim Award

Postgraduate Certificate

Postgraduate Diploma

Teaching, Learning and Assessment

14.1    Teaching, learning and assessment are designed to offer students a variety of learning and assessment opportunities that align with their module learning outcomes and offer realistic and effective preparation for progression into associated legal and professional careers. They aim to be inclusive allowing students to actively engage in learning, … For more content click the Read More button below. 14.2    The course has been written to teach law from the perspective of law’s consequences as a human creation that is subject to the ethics and values of those that make and apply it.  Accordingly, course teaching embraces ethical questions and dilemmas that are created in differing social, political, environmental, and economic contexts nationally or globally. 14.3    With equality, diversity and inclusivity at its heart, the course considers the place of law in society, equality before the law and aspects of fairness, including narratives from wider perspectives and cultural manifestations of power, privilege, and dominance where they influence the operation of law.  14.4    An induction programme is held at the beginning of the course to orientate the students towards studying law both at an advanced level and within a UK Higher Educational context.  During this programme, students will be guided on module choices with recommendations based on their dissertation focus and areas of interest. 14.5    Best practice in legal teaching at an advanced level is supported with a range of approaches to develop knowledge and understanding.  Each area of law is discrete and the teaching methods are chosen by subject specialists to achieve the aims of the course including for example, lectures, workshop formats, online learning environments, self-directed or collaborative study and experiential learning or problem-based learning.  Use is also made use of the University’s VLE and other e-learning methods to help support learning where appropriate. 14.6    Intellectual abilities such as analysis, synthesis, evaluation, and problem solving are naturally fostered through the study of law. They form the basis for developing professional skills such as the ability to devise and sustain legal argumentation using tailored evidence or the ability to apply legislation or case law to complex legal problems.  These abilities and skills may be developed and practised through active learning processes involving assignments or projects, group-learning activities, or field-based activity.  14.7    Formative assessment will be provided in all modules and may include individual or group presentations, written reports, literature, or policy analysis for example, to allow students to gain tutor feedback on their work before formal summative assessment takes place. 14.8    Assessment aims to support learning and to measure achievement.  Assessment methods are described in each module specification and module guide. All learning outcomes in a module are assessed and the mode of assessment is specified for each outcome. Assessment methods vary and knowledge and understanding are often assessed through written work.  Similarly, research dissertations are used to demonstrate capability in a range of intellectual skills linked to specialist knowledge, understanding and professional skills in law.  While the traditional approach is for essays, a greater flexibility than is often seen has been adopted to include topic briefing, report writing, reflective learning journal, article critique, case note, statutory interpretation, or judgement as alternative forms of written assessment to enhance learning.  Details of module assessment are provided in the module specification documents available on the School’s Module Guide on the University’s Intranet site. http://halo.hud.ac.uk/moduleguides/.  All assessments follow the Law School Assessment Guidelines and Tariff. 14.9    As with all advanced law degrees, there is an increased load on students at certain times of the year.  This is mitigated by releasing assessment questions and tasks early in the module and signposting throughout the teaching term to help students prepare in advance wherever possible. 14.10  Personal Development Planning as a structured and supported process is undertaken by students throughout the course in several different ways.  This begins with the notion of studying law as a professional discipline which inherently develops legal skills with a view to professional practice.  Within the course growing in knowledge appropriate to the particular legal field, students will be able to reflect upon their learning, performance and achievement.  Research with a view to writing for a particular sector of future practice is embedded within the Dissertation.  An ongoing external speakers programme and teaching by academic staff whose background is in professional practice allows students to learn from those experienced within potential fields of practice and to plan for their personal, educational and career development.  Finally, students are given personal support through engagement with their Personal Academic Tutors and the careers service who offer CV, covering letter writing and mock interviews to those on the course along with general career advice.

Support for Students and their Learning

At course level support is provided by:

  • All students have a Personal Academic Tutor for pastoral and academic support. The Course Leader is also available for academic support, as are Module Leaders and Seminar Tutors. All members of staff have clearly advertised office hours when students are encouraged to seek any help they need.
  • There is an Induction programme which introduces staff and services within the School and University including the Learning Innovation and Development Centre in the Business School.
  • Details of academic and personal support within the School and University are listed in the Student handbook

Criteria for Admission

The University of Huddersfield seeks and encourages applicants in order to widen participation, improve access and apply the principles of equal opportunities. We provide support for applicants who require additional assistance in order to select the right course of study and make a successful transition to studying at University. We encourage local, national and international applications.  Further information for International Students can be found on the website.

If you were educated outside the UK, you are required to have International English Language Testing System (IELTS) at a score of 6.0 with a minimum score of 6.0 in writing and a minimum of 5.5 in any single component. If you have alternative qualifications or do not meet the IELTS requirement we also offer a range of Pre-Sessional English Programmes.

The University provides opportunities for the accreditation of prior learning (APL) as stated in section C of the Regulations for Awards.

 The University’s general minimum entry requirements are specified in Section D of the Regulations for Awards.   However, the specific entry requirements and admission criteria for the courses are detailed below:

  • An honours degree with a classification of 2:2 or above in any subject
  • Other experience or qualifications that demonstrate appropriate knowledge and skills at graduate level may be acceptable. Suitability for acceptance onto the course will be assessed through interview.

Every person who applies for this course and meets the minimum entry requirement – regardless of any disability – will be given the same opportunity in the selection process. 

Methods for evaluating and improving the quality and standards of teaching and learning

17.1    University: The methods for the validation and annual evaluation of courses, including those validated by external bodies, and for the review of teaching and research and of academic support services are specified in the University’s Quality Assurance Procedures for Taught Courses and Research Awards.

17.2    School: Methods for evaluating and improving Quality and Standards include course and module evaluation questionnaires, student feedback panels and student representation on course committees.

Please note

University awards are regulated by the Regulations for Awards (Taught Courses) on the University website.

Quick links to the Regulations for Taught Students, procedures and forms can be accessed on the University website.

Regulation of Assessment

University awards are regulated by the Regulations for Awards on the University website.

Exception to Regulations

The course structures for the listed named awards formed of 20 credit modules is an approved exception to the Regulations for Awards (Taught Courses).  Quick links to the Regulations for Taught Students, procedures and forms can be accessed on the University website.

Indicators of Quality and Standards

This programme specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if they take full advantage of the learning opportunities that are provided.  More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the study module guide and course handbook.