Postgraduate Diploma in Legal Practice (LPC)

Postgraduate Diploma in Legal Practice (LPC) 2015/16 Postgraduate Students Award title Postgraduate Diploma in Legal Practice Programme code LEGAL Faculty Faculty of Business and Law School Leeds Law School

Revised Student Charter Text for 2015/16 Course Handbooks (Onsite) Replace the section on page 4 Our Student Charter with the text below. The formatting below should match the current Course Handbook template formatting. Leeds Beckett University Student Charter Working together for success Leeds Beckett University and our Students Union are committed to working in partnership with our students to ensure that our University is an inclusive, safe and engaging learning environment which is conducive to study for its students and work life for its staff. Our Student Charter sets out how we aim to achieve this by working together to understand and fulfil our commitments to one another. Our Student Charter has been produced jointly with the Students Union and we will review it, together, every year. Our University s Vision seeks to put students at the centre of all our activities and this Student Charter is a contribution towards that goal. The Leeds Beckett Student Charter is not a contractual document, but provides a guide to what members of the Leeds Beckett Community can expect of each other in terms of engagement and behaviour. We work to shape and sustain a supportive, safe, inclusive community for active learning and the building of skills for life. We will Work together within a progressive, independent, and active environment which promotes lifelong learning. Support a culture of personal and academic resilience. Collaborate to build partnerships for learning. Work together to sustain our bold, industrious spirit. We forge an environment which builds trust, accountability and transparency. We will Maintain mutually respectful codes of behaviour. 2015/16 Course Handbook 2

Promote the availability of information and support for all. Ask each other for help when we need it. Be honest, clear and assertive with each other. Use the means available to give a compliment, raise a concern or make a complaint. Take advantage of opportunities for formal and informal learning. We foster inclusive academic, cultural, social, emotional and creative development for all. We will Share an exciting and challenging curriculum which is contemporary and relevant. Promote a culture of critical enquiry and rigorous scholarship. Support participation in extracurricular opportunities which enhance career and personal development Enable one another to plan, develop, and drive forward our individual educational and career goals. Acknowledge and celebrate our joint and separate successes. We are responsible, diligent, reliable and considerate in our academic and professional actions and behaviours. We will Act with academic integrity. Listen to, and respect, differing perspectives, including those from different cultures and backgrounds. Work together within a positive collaborative learning and working environment, wherever, and however, we engage. Take care with our personal and professional digital identity and recognise the impact it may have on us and others. 2015/16 Course Handbook 3

We seek active engagement, feedback and participation in the issues that affect us. We will Work together to enhance our experience of our University. Collaborate to promote learning and support enhancement, through mutual reflection and feedback. Build partnerships to enable our University communities to engage with our external stakeholders. Support the development of courses which prepare our graduates to be ready for work, ready for life and ready to seize the opportunities that lie ahead. Use our knowledge of local and world issues to strengthen our global outlook and build a sustainable environment for a thriving future for all. 2015/16 Course Handbook 4

Our Student Entitlements As a full-time or part-time campus-based student you are entitled to: 1. Access online learning materials and resources for every module through a virtual learning environment and have access to the resources and information of an up to date library. 2. Opportunities for on-going feedback on your work and progress towards your assessments in every year of your course. 3. Participate in a course induction, which will be provided at the beginning of each year of your course. 4. A meeting with your personal tutor once per semester. [All new and first year students will be invited to a meeting with their personal tutor within four weeks of the start of their studies]. 5. A course that has been informed in its development by external stakeholders (e.g. employers, professional bodies). 6. Participate in Personal Development Planning within the context of your course. 7. Have the opportunity to engage in embedded activities within your course which develop and enhance your graduate employability and lifelong learning. 8. Receive clear dates at the beginning of each module about your assessment, submission dates, when and how you receive formative feedback on assessment during every module, and how you will receive feedback on marked assessments within the 4 week feedback period. 2015/16 Course Handbook 5

9. Receive clear and easy to understand information about your course and the services available to you. 10. Be engaged, via your course student representative, in your course review, evaluation and development processes. 11. Have your questions to our University s services responded to within the advertised timescales in our corporate service standards. 12. Normally be given your course timetable no later than four weeks before the beginning of each semester. 2015/16 Course Handbook 6

Contents 1 Welcome to the Course... 8 2 Studying on this Course... 17 3 Assessment and Feedback... 23 4 Where to Get Help... 48 5 What to do if you... 51 6 Relevant Policies... 55 2015/16 Course Handbook 7

1 Welcome to the Course 1.1 Message from the Dean Hello, and welcome to new and returning students to Leeds Beckett University s Faculty of Business and Law. On behalf of all the Faculty staff I d like to say how proud we are to have you studying with us, and how excited we are to engage with you throughout every stage of your learning. We re an internationally focussed faculty with a strong business and professional remit that has an impressive history of producing exceptional graduates. Many of our previous students have found great success in their field, from journalism and law, to business, finance and PR. They represent just how our values of commitment, professionalism, enterprise and let s not pretend hard work really does pay off. During your time with us, you ll have plenty of opportunity to extend your learning beyond that of your course. We host a programme of external lectures and events, offer placements to boost both your professional and personal development, and have wellestablished links with various industry organisations and accrediting bodies to help you expand your network. Enjoy your time with us and all the best with your studies. I look forward to meeting you and hearing about your successes. Professor Chris Prince Dean, Faculty of Business and Law 2015/16 Course Handbook 8

1.2 Message from your Course Leader I would like to welcome you to the Leeds Law School here at Leeds Beckett University. My name is Yvonne Marsh and I am pleased to be the Course Leader for the LPC. The LPC team is proud of our LPC and proud to be part of Leeds Law School. We believe that we provide a challenging and demanding course that equips students for their training contracts and future career. We also have strong links with the local legal profession including our Professional Mentor Scheme, which is available to every LPC student. You will find that the LPC is predominantly concerned with the application of law to practical situations. Many students think that the LPC is an isolated course and that they can almost dismiss their previous studies and start from scratch but you should remember that your previous academic studies are applied in a different way in a practical setting. Don t forget what you have learned previously you will use the knowledge and skills obtained from your academic stage on your journey to qualification as a solicitor. We hope that your studies on the LPC will be the beginning of a long and enduring relationship with Leeds Law School. This handbook has two purposes. Firstly, it is designed to familiarise you with what you can expect from the LPC and to deal with the Solicitors Regulation Authority s requirements for the course. Secondly, it introduces you to the LPC team and the various LPC student support services and the formal and informal methods by which we hope that any matters ofstudent concern can be raised and settled to everyone s satisfaction. Please read this handbook carefully so that you are familiar with its contents. I hope that your time with us will be challenging, rewarding and successful. Best wishes to you in your future studies. Yvonne Marsh Course Leader PG Diploma in Legal Practice 2015/16 Course Handbook 9

1.3 Message from your Head of School Welcome to the 2015/16 academic year at Leeds Law School. Leeds Law School has a heritage of over 70 years with legal education and has trained many thousands of lawyers to degree and masters level and provided their professional legal training too. Many of our alumni have reached the highest levels of legal practise, professionally and in academia and I am committed to help all Leeds Law School students achieve similar success. As such, we have a large number of activities that will assist. These include: careers talks; mooting competitions; opportunities to study, work and volunteer abroad; guest lectures; tours of the courts and Inns of Court; and guest lectures This year, Leeds Law School has a new home in the heart of Beckett s City Campus. Here, we are close to the library, have the benefit of brand new teaching space and also a brand new courtroom. I am sure that we will be very happy here. The legal services market is changing and it is important to appreciate that the position today may well be different in 3 or 4 years time. As such, I would strongly recommend that all of our students seize every opportunity to make contacts with people in the legal profession, attend the guest lectures we organise and undertake useful extra-curricular activities to enhance a CV. As the Head of Leeds Law School I am committed to ensure that you all have the greatest opportunities when it comes to studying law. If there is something that we aren t doing, but ought to be doing, then please do not hesitate to get in touch. I wish you well with your studies. Deveral Capps LLB LLM Cert Ed. Barrister-at-Law Head of Leeds Law School 2015/16 Course Handbook 10

1.4 Academic Calendar and Timetable The LPC student calendar is below: Uni week Week com LPC content Formative (mock) assessment dates Summative assessment / board dates 3 07/09/15 Introductory course (FT/PTyr1) 4 14/09/15 Teaching 5 21/09/15 Teaching 6 28/09/15 Teaching 7 05/10/15 Teaching PLR hand in (FT) 8 12/10/15 Teaching Writing hand out(ft) 9 19/10/15 Teaching WAE, I & A (FT/PTyr1) PLR hand out (FT) 10 26/10/15 No Teaching Writing hand in (FT) 11 02/11/15 Teaching PLR hand in (FT) 12 09/11/15 Teaching Drafting hand out(ft) 13 16/11/15 No Teaching (FT) Teaching (PTyr2: as normal) (PTyr1: Thurs only, I&A assessment on Tues ) WAE exam (1 hour) Tuesday 3.30-4.30pm (TBC) Interviewing and Advising FT Wed (times TBA) PT Yr1 Tues eve (times TBA) Writing hand out (FT) 14 23/11/15 Teaching Drafting hand in (FT) Advocacy (PTyr2) 15 30/11/15 Teaching Advocacy (FT) Writing hand in (FT) 16 07/12/15 Teaching Civil Litigation (FT) Criminal Litigation (FT/PT) PLP(FT) BLP(FT) Advocacy (PTyr2) 17 14/12/15 Teaching Civil Litigation (PTyr2) Drafting hand out(ptyr1) Advocacy (FT) 11

Uni week Week com LPC content Formative (mock) assessment dates 18 21/12/15 Christmas Break 19 28/12/15 Christmas Break 20 04/01/16 Teaching (PT) Drafting hand in (PTyr1) No teaching (FT) 21 11/01/16 Teaching BLP(PTyr1) Professional Conduct Regulation (FT) Solicitors Accounts (FT) 22 18/01/16 No teaching (FT) Teaching (PT) 23 25/01/16 No teaching (FT) PLP(PTyr1) Teaching (PT) Professional Conduct Regulation (FTyr2) 24 01/02/16 Teaching (PTyr) Summative assessment / board dates Advocacy Thursday (times TBA) (FT/PTyr2) Drafting hand out (FT/PTyr1) Drafting hand in Cont d 25 08/02/16 Teaching (PTyr1) Assessment Litigation and PCR (FT/PTyr2/REFER) (FT/PTyr2) 26 15/02/16 Revision Sol Accounts (FT) 27 22/02/16 Assessment (FT/PTyr1) BLP and PLP (FT/PTyr1/REFER) 28 29/02/16 Electives Sol Accounts (PTyr1) 29 07/03/16 Electives PLR hand out (PTyr1) Sol Accounts (PTyr1) 30 14/03/16 Electives Writing release (PTyr1) Sol Accounts (PTyr1) 31 21/03/16 Easter Break 32 28/03/16 Easter Break 33 04/04/16 Electives Sol Accounts (PTyr1) PLR hand in (PTyr1) Writing hand in (PTyr1) In-course refers (WAE exam, Advocacy and I&A) 34 11/04/16 Electives Drafting hand out (REFER ) 12

Uni week Week com LPC content 35 18/04/16 Electives Sol Accounts (PTyr1) Formative (mock) assessment dates Summative assessment / board dates PLR hand out(ptyr1 and FT REFER) Writing hand out (PTyr1 and FT REFER) Mitigation Panel /Stage 1 exam board TBC April 2016 36 25/04/16 Electives Solicitors Accounts (PTyr1) Drafting hand in (REFER) Electives 37 02/05/16 Revision PLR hand in (PTyr1 and FT REFER) Writing hand in (PTyr1 and REFER) 38 09/05/16 Electives Assessment Elective assessments (FT/ PTyr1/PTyr2/REFER) 39 16/05/16 Electives and Solicitor Accounts Assessments Elective assessments (FT/ PTyr1/PTyr2/REFER) and Sol A/cs (PTyr1/Refer) 40 23/05/16 41 30/05/16 CPA/PCR Litigation & PCR refers refers/defers 42 06/06/16 CPA/PCR BLP & PLP refers refers/defers 43 13/06/16 44 20/06/16 45 27/06/16 Mitigation Panel/ St 2 exam Bd / Award Board TBC July 2016 46 04/07/16 Results 47 11/07/16 48 18/07/16 Graduation (TBC) 13

1.5 Key Contacts Course Leader Yvonne Marsh 0113 8126421 y.marsh@leedsbeckett.ac.uk Personal Tutor You will have a personal tutor assigned to you at the beginning of the course. Student Liaison Officer Student Liaison Officers (SLOs) are all recent graduates of our University, who are here to support you throughout your time here and to make sure you have access to and are aware of the support, opportunities and services our University provides. Each faculty has at least one SLO to offer confidential advice and help with: Personal problems & academic issues Advice on mitigation, appeals & complaints procedure Links to services that can assist with a variety of issues (Financial Advice, Disability Support, Course Administration, Accommodation, Counselling, Careers Advice, Students' Union, Skills for Learning, Volunteering and much more) Recruitment and co-ordination of faculty and course Student Academic Representatives (STARS) who they can put you in contact with Finding out what's going on at our University and how you can get involved If you're not sure who can help you, asking your SLO is a great place to start! You can contact them on: SLOBUSLAW@leedsbeckett.ac.uk 14

Course Representative Course Representatives are student volunteers who represent your views at course-level, at Faculty Forums and in meetings with academic and administrative staff. Details about being a Course Representative are available at www.leedsbeckett.ac.uk/studenthub/courserepresentatives.htm and on the Students Union website www.leedsbeckettsu.co.uk. Student Administrator Annie Johnstone 0113 8126082 a.johnstone@leedsbeckett.ac.uk Academic Librarian Each course has a specific Academic Librarian who has detailed knowledge about your chosen subject. He or she will buy all the resources for your subject in the library and will teach you how to make the most of the information available to you during your course. You will meet your Academic Librarian at your induction. Further help is available at the Help and Information Point in each Library. They can be contacted on: 0113 812 1107 1.6 Keeping in Touch Academic and administrative staff at our University use your student email address to contact you. It is important that you check this account regularly. You can forward emails from your student email address to a preferred personal email address, however, quarantine and spam filters needed by our University mean that emails sent from external email addresses may be delayed, blocked or deleted. It is therefore important that your student email address is the only email address that you use to contact University staff. You 15

can find how to forward your student email address to a preferred personal email address or mobile device from: https://support.google.com/mail. We will inform you of cancelled classes/activities/course notices as soon as possible either via text message, your student email address or MyBeckett. For each module, the Module Handbook will include the preferred method of communicating general information about that module to you. Please make sure that you inform your Student Administration team whenever you change your address and contact details. It is important that you also update your records yourself. You can do this via the My Account/Update my Data tab on MyBeckett. This will ensure we can always contact you in an emergency, and that you receive any important University communications that we may need to send you. 16

2 Studying on this Course 2.1 Course Structure The LPC at Leeds Law School is delivered in two stages. Stage 1 comprises the following: Core practice areas of Business Law and Practice, Property Law and Practice, and Litigation; Course skills; Professional Conduct and Regulation; Wills and Administration of Estates; Solicitors Accounts; and Taxation Three vocational electives are delivered in and form Stage 2. Introductory period The course will commence with an introductory period, which will enable you to study in some depth elements of the professional nature of the course and for you to appreciate how the course prepares you for work-based learning and for practice. In particular you will consider the course skills and take part in a mini assessment centre. Core practice areas Three core practice areas have been specified as SRA requirements:- Business Law and Practice (BLP); Property Law and Practice (PLP); and Litigation (Criminal and Civil) 17

Course skills The following skills have been identified as those in which you should be able to demonstrate a basic competence:- Practical Legal Research; Writing; Drafting; Interviewing and Advising; and Advocacy Professional Conduct and Regulation At the completion of Stage 1 you should be able to identify and act in accordance with the core duties of professional conduct and professional ethics, which are relevant to the LPC. Wills and Administration of Estates At the completion of Stage 1, you should have a general overview of the content, format and validity of wills, obtaining grants of representation and administration of estates. You should also be familiar with the purpose and general structure of relevant documents. Taxation At the completion of Stage 1, you should have sufficient grasp of tax law to enable you to understand the impact of taxation on the areas covered by the LPC. Taxes covered in this component of the course are income tax; capital gains tax; inheritance tax; and corporation tax. 18

Vocational electives You will choose three from a range of private client and corporate client vocational electives. These vocational elective subjects will be studied after the conclusion of Stage 1. You will study three vocational electives from the following list: Commercial Law and Practice; Commercial Leases; Commercial Dispute Resolution; Employment Law; Family Law; Mental Health Law; Private Acquisitions; and Personal Injury and Clinical Negligence Professional and Career Development Programme The Professional and Career Development Programme is designed to give you an insight into the skills and attributes necessary to be an effective trainee solicitor. The programme reflects the eighth outcome of the LPC at Leeds Law School. There are further details of this as well as information on employability on the LPC Group page on X-Stream. Teaching methods Teaching on the LPC is by workshops of three hours duration. Full time students: In stage 1 you will be taught the three core practice areas concurrently. Workshops for these are delivered in a weekly cycle. 19

In stage 2 you choose three electives to study and you are required to attend at least three workshops per week plus some additional professional and Career Development workshops. Part time students: Stage 1 during the first year of study consists of Property Law and Practice; Business Law and Practice; all of the skills, save for Advocacy; Professional Conduct and Regulation; Solicitors Accounts; Taxation; and Wills and Administration of Estates. In the second year the stage 1 subjects taught are Litigation (Civil and Criminal), Advocacy and Professional Conduct and Regulation. During the first year of study you choose one elective, the remaining two electives are studied during the second year of study. All students: There will normally be up to 16 students in each workshop group. The teaching scheme for each subject details the specific areas to be covered. Workshops consist of a mixture of activities and practical exercises concentrating on understanding relevant law and procedure and the appropriate application of skills. The course skills will also be taught by workshops. The number of skills sessions that will be delivered varies with each skill and ranges from 2 3 workshops in total. Pre-reading and preparation for workshops will be based on materials provided in subject documentation. It is essential that you prepare thoroughly for workshops to obtain the maximum benefit from them. Poor preparation can affect your performance and the performance of others in your workshop group. You should note that the use of course textbooks (apart from any legislation handbooks) will not be permitted in workshops, unless specifically indicated by your subject tutor. This 20

is to prevent over-reliance on the textbooks and to encourage greater student centred learning. You are free to bring your own notes to workshops.the Professional and Career Development Programme will be delivered by whole groups where appropriate and by workshops comprising up to 16 students. 2.2 Skills you will Gain during the Course Skills Developed Professional skills are an integral part of the LPC and the five assessed skills are Writing, Drafting, practical Legal Research, Interviewing and Advising and Advocacy. Additional Activities/Recognition You will have opportunities to gain recognition during your time at Leeds Beckett University for the extra activities you do in addition to your studies, including volunteering, student societies, playing in our University sports teams and being a Course Representative. 2.3 Graduate Attributes All graduates from our University will be enterprising, digitally literate and have a global outlook. These three graduate attributes are developed with specific, appropriate emphasis in each course and you will be assessed about each of them at every academic level. They will provide you with capabilities which are essential for your employability and wider life as you move on from your studies here. 2.4 Opportunities for Graduates The LPC is a vocational qualification required for entry on training contract programmes. The LPC is approved by the Solicitors Regulation Authority (SRA). 21

2.5 External Examiner The External Examiner assures that you are assessed fairly in relation to other students on the same course and also that the standard of your own award is comparable to similar courses taken by students in other higher education institutions within the United Kingdom. The details of the External Examiners for this course are as follows: Robert Price (Lead External Examiner) Bolder Solutions Caroline Coles Principal Lecturer De Montfort University Linda Jotham Senior Lecturer The City Law School Tricia Morrissey Senior Lecturer University of South Wales Your Student Administrator can provide details of the External Examiner s report on request. Further details on all External Examiners reports can be located here: www.leedsbeckett.ac.uk/studenthub/external-examiners-reports.htm. 22

3 Assessment and Feedback 3.1 Assessment Assessment Strategy Information on the various methods of assessment can be found below. University Assessment Regulations Our University s assessment regulations are contained within the Academic Principles and Regulations (sections C3 and C4 in particular). The regulations are available at: www.leedsbeckett.ac.uk/public-information/student-regulations. Course-Specific Assessment Regulations and Professional Body Requirements LEGAL PRACTICE COURSE ASSESSMENT REGULATIONS (approved 2013) 1. Definition of terms 1.1 Academic Award means the Postgraduate Diploma in Legal Practice awarded by Leeds Beckett University; 1.2 Assessment Offence means cheating and plagiarism and other attempts at gaining an unfair advantage as defined by Leeds Beckett University; 1.3 Board of Examiners means a board whose members are constituted in accordance with the requirements of the Solicitors Regulation Authority and Leeds Beckett University Regulations; 1.4 Core Practice Areas means all or any of the subjects of Business Law and Practice, Litigation and Property Law and Practice; 1.5 Compensation means the ability to compensate a fail in one assessment with a mark in another; 23

1.6 Completion Date means the earliest date on which a student could have potentially successfully completed all assessments for the Course, for example, for a full time student with an enrolment date of September 2013 the Completion Date of the Course will be July 2014, for a part time student with an enrolment date of September 2013 the Completion Date of the Course will be July 2015; 1.7 Condonation means a discretion to award a pass, where a pass has not been achieved by the student in that subject assessment; 1.8 Course means the Postgraduate Diploma in Legal Practice and the Legal Practice Course and applies to both full time and part time modes; 1.9 Course Skills means all or any of the skills of Writing, Drafting, Practical Legal Research, Advocacy, and Interviewing and Advising; 1.10 Deferred or Deferral means an assessment which is taken or to be taken by a student who, but for mitigating circumstances which have been accepted by the Board of Examiners, is permitted to take the assessment as a first, second or final attempt at a later date than other students; 1.11 External Examiners means the examiners appointed by the Solicitors Regulation Authority and approved by the University; 1.12 First Available Opportunity means the first scheduled summative assessment following enrolment on the course and applies to all assessment subjects in the Core Practice Areas, Vocational Electives, WAE, PCR, Solicitors Accounts and Skills; 24

1.13 Mitigating Circumstances: Fit to Sit Policy means the policy for submitting mitigation as referred to in these regulations; 1.14 PCR means Professional Conduct and Regulation; 1.15 SRA means the Solicitors Regulation Authority; 1.16 Stage 1 means the part of the Course in which students are taught and assessed in each of the Core Practice Areas, WAE, PCR, Solicitors Accounts, Taxation and Course Skills; 1.17 Stage 2 means the part of the Course in which students are taught and assessed in the Vocational Electives; 1.18 "Subject Assessment" means any of the assessments set as Stage 1 and/or Stage 2 assessments; 1.19 the University means Leeds Beckett University; 1.20 the University s Academic Principles means the academic principles and general academic regulations concerned with admission to, and the assessment of students enrolled on, programmes of study leading to awards of the University; 1.21 Vocational Elective means any of the assessments set in the subjects of Commercial Law and Practice, Commercial Leases, Employment Law, Family Law, Personal Injury and Clinical Negligence and Private Acquisitions, and any other Vocational Elective(s) approved by the SRA; 25

1.22 Vocational Qualification means the qualification recognised by the SRA as the Legal Practice Course; 1.23 WAE means the subject of Wills and Administration of Estates. 2. ASSESSMENTS 2.1 Stage 1 requirements A student must achieve a pass in each of the following units of Stage 1 of the course: 2.1.1 Core Practice Areas: Business Law and Practice: and Practice: Litigation: one assessment in two papers Property Law one assessment in two papers one assessment in three papers (Civil Litigation and Criminal Litigation must be taken within the same period of assessment). 2.1.2 Each Core Practice Area assessment shall last a minimum of three hours. The pass mark for each such assessment will be 50%. 2.1.3 Core Practice Area assessments will be structured and weighted as follows: 26

Core practice Length of Open Weighting Overall area paper book/closed (pass/fail) Business Law Paper 1 1 book Closed book 40% 50% of overall and Practice hour marks available (BLP) Paper 2 2 hours Open book 60% Property Law Paper 1 1 Closed book 40% 50% of overall and Practice hour marks available (PLP) Paper 2 2 hours Litigation Paper 1 Open book Closed book 60% 20% 50% of overall (Civil and marks available Criminal) 1 hour Paper 2 (Civil) 2 hours Paper 3 Open book 40% (Criminal) 2 hours Open book 40% The marks for the two papers of the BLP and PLP assessments and the three papers of the Litigation shall be aggregated to derive an overall mark for each subject assessment. A minimum of 5% of marks in each Core Practice Area assessment must be allocated to Professional Conduct and Regulation. 2.2 Professional Conduct and Regulation PCR is assessed in two ways: 27

2.2.1 A discrete open book assessment of 2 hours duration taken at the end of Stage 1 of the course 2.2.2 By the allocation of 5% of the marks available within each of the three Core Practice Area assessments to Professional Conduct and Regulation. These marks are not aggregated with those of the discrete assessment 2.2.3 A student must pass the discrete assessment in order to be competent in PCR 2.2.4 The pass mark for PCR is 50% of the available marks. 2.3 Solicitors Accounts This will be assessed by a discrete assessment lasting for two hours. Students shall be permitted to bring to the assessment a copy of the Solicitors Accounts Rules which may be annotated in advance of the assessment. The pass mark will be 50% of the available marks. Course Skills These will be assessed by a separate assessment in each of the following: 2.3.1 Advocacy in the context of Civil Litigation 2.3.2 Drafting in the context of BLP 2.3.3 Interviewing and Advising in the context of WAE 2.3.4 Practical Legal Research (free standing) 2.3.5 Writing in the context of WAE 28

In each Course Skill a pass means achieving competence in that Course Skill by reference to the assessment criteria for that skill. On each assessment for each Skill a student shall be declared competent or not yet competent. 2.4 Wills and Administration of Estates This will be assessed by a one hour discrete multiple-choice assessment. The pass mark will be 50%. WAE will also be the context in which the course skills of Interviewing and Advising and Writing are assessed. 2.5 Taxation The outcomes for Taxation will be assessed in the context of Business Law and Practice, Property Law and Practice, and WAE but for the avoidance of doubt there is no discrete assessment in Taxation. 3. Stage 2 Requirements 3.1 Three Vocational Electives must be passed to achieve Stage 2. 3.2 Each Vocational Elective assessment shall last a minimum of three hours. The pass mark for each such assessment will be 50%. Vocational Length of paper Open book Weighting Overall elective Commercial Paper 1 1 hour /closed book Open book 30% (pass/fail) 50% of overall Law & Practice Paper2 2 hours Open book 70% marks available Commercial Paper 1 1 hour Open book 30% 50% of overall Leases Paper 2 2 hours Open book 70% marks available 29

Vocational Length of paper Open book Weighting Overall elective Employment Paper 1 1 hour /closed book Open book 30% (pass/fail) 50% of overall Paper 2 2 hours Open book 70% marks available Family law Paper 1 1 hour Open book 30% 50% of overall Personal Injury Paper 2 2 hours Paper 1 1 hour Open book Open book 70% 30% marks available 50% of overall and Clinical Paper 2 2 hours Open book 70% marks available Negligence Private Paper 1 1 hour Open book 30% 50% of overall Acquisitions Paper 2 2 hours Open book 70% marks available 4. First attempt at an assessment and defer assessments 4.1 A student s first attempt at an assessment in any of the Core Practice Areas, Vocational Electives, WAE, Skills, PCR or Solicitors Accounts should be taken at the First Available Opportunity. 4.2 If a student considers that they are not fit to sit at the First Available Opportunity in any one or more of the assessments outlined in regulation 4.1 the student must submit mitigation in accordance with the Mitigating Circumstances: Fit to Sit Policy giving a full explanation and providing evidence, including medical evidence where appropriate, as to the reasons why he/she considers they are not fit to sit the assessment. 4.3 Mitigation will be considered in accordance with the Mitigating Circumstances: Fit to Sit Policy at Regulation 9 below. 30

4.4 A student who successfully mitigates an assessment(s) to be taken at the First Available Opportunity will have that first attempt(s) deferred until the date of the next scheduled assessment in that subject(s). 4.5 A student will only be permitted to defer an assessment if they satisfy the requirements of the Mitigating Circumstances: Fit to Sit Policy at Regulation 9 below. 4.6 In the event that a student has mitigation accepted by the mitigation panel for a first or second (and final) attempt at an assessment the student will normally be required to take the deferred first or second (and final) attempt at the next available opportunity. 4.7 Students who fail a Subject Assessment will be given the opportunity to have feedback from tutors. Feedback will not be given to students for a Subject Assessment where the student has submitted mitigating circumstances after the assessment which have been accepted by the relevant Course mitigation panel. In these circumstances the student is deemed to have not attempted the assessment. 5. Refer assessments: General 5.1 Stage 1 Assessment Failure: 5.1.1 A student who is deemed not yet competent or fails one or more of the Stage 1 Subject Assessments at the First Available Opportunity shall be referred in that assessment or those assessments (the first referral). 5.1.2 A student who is deemed not yet competent or fails a first referral in one or more of the Stage 1 Subject Assessments will be referred in that assessment or those 31

assessments for a second and final time (the second referral). The second referral is the final referral. 5.1.3 A student who is deemed not yet competent or fails a second referral in one or more of the Stage 1 Subject Assessments shall fail Stage 1 overall: 5.1.3.1 A student that has failed Stage 1 overall can re-enrol on the Course and repeat Stage 1 with attendance, subject to Regulation 8. 5.1.3.2 A student that has re-enrolled to repeat Stage 1 and who successfully completes Stage 2 in accordance with Regulation 8 Currency of Assessments and subject to successful completion of the Stage 1 will be eligible to be awarded the Vocational Qualification but will not be legible for the Academic Award. 5.1.3.3 For the avoidance of doubt Stage 1 assessment results cannot be carried over to the repeat Stage 1 and any fees to the University and the SRA must be paid as required. 5.2 Stage 2 assessment failure: 5.2.1 A student who is deemed not yet competent or fails one or more of the Stage 2 Subject Assessments at the First Available Opportunity shall be referred in that assessment or those assessments (the first referral). 5.2.2 A student who is deemed not yet competent or fails a first referral in one or more of the Stage 2 Subject Assessments will be referred in that assessment or those 32

assessments for a second and final time (the second referral). The second referral is the final referral. 5.2.3 A student who is deemed not yet competent or fails a second referral in one or more of the Stage 2 Subject Assessments shall fail Stage 1 overall. 5.2.4 A student who fails a Stage 2 assessment for the third and final time can either re- enrol on the Course for that particular Vocational Elective or start a different Vocational Elective, subject to Regulation 8 Currency of Assessments. 5.2.5 A student who has re-enrolled on the Course and/or taken a different Vocational Elective and who successfully completes Stage 2 in accordance with Regulation 8 Currency of Assessments and subject to successful completion of the Course will be eligible to be awarded the Vocational Qualification but will not be eligible for the Academic Award. 5.2.6 The University reserves the right to levy additional fees associated with costs of re- enrolment on an elective and / or starting a different elective. 5.3 General: 5.3.1 Students who have failed an assessment must give notice to the University in writing of whether or not they intend to sit a refer assessment at the next available opportunity see Regulation 6 Giving Notice of Intention to Sit. 5.3.2 The timing of referrals and deferrals shall be at the discretion of the Examination Board but in any event in accordance with the usual assessment schedule of the Course. 33

5.3.3 The University is not required to set separate assessments for students that have not satisfied the requirements of Regulation 6 Refer assessments full time students. Students may be required to sit the nearest equivalent assessment being taken by students in the current year. This could mean that students will be examined on a different syllabus as well as on changes in the law. 5.3.4 Students may have a maximum of three attempts at any assessment. 5.3.5 If a student fails one or more of the Core Practice Area Subject Assessments, Vocational Elective Subject Assessments and/or PCR Subject Assessment then he or she will be referred in that assessment or those assessments (the first referral ). 5.3.6 Where a percentage mark is given, marks ending in a fraction of 0.5 or more will be rounded up to the next whole number. Marks ending in a fraction of less than 0.5 will be rounded down to the next whole number. For the avoidance of doubt this applies only to the final mark and not to every component mark. 5.3.7 Where a Subject Assessment takes the form of two or more separate papers, then this represents one Subject Assessment. It is not permissible for a student to be referred in one of the papers only. A student who has failed must be referred in the Subject Assessment and take all papers again. 5.3.8 A student who has passed an assessment will not be allowed to retake the assessment in order to improve their overall mark. 5.3.9 Condonation or Compensation is not permitted for any assessment. 5.3.10 The referral schedule of assessments will be published on the University s virtual 34

learning environment at the start of each academic year. 6. Timing of refer assessments: full time students 6.1 Full time students will normally be required to complete all Stage 1 assessments and the course skills by the end of Stage 1 following enrolment. 6.2 Stage 1 re-assessment opportunities will be provided after the end of Stage 2 for students who have completed Stages 1 and/or 2 and have outstanding assessments in one or more Stage 1 assessments. This will enable a student to compete the LPC within one academic year. 6.3 Full time students with outstanding Stage 1 assessments following the Completion Date of the Course will have the opportunity for re-assessment in February and May/June in following academic years. 6.4 Full time students will normally be expected to have completed all Stage 1 referrals by the end of July following the Completion Date of the Course. 6.5 Full time students will normally be required to complete the Vocational Elective Subject Assessments at the end of Stage 2 following enrolment. Re-assessment opportunities for the Vocational Elective Subject Assessments will be available each September and at the end of each Stage 2 in following academic years. 6.6 Full time students will normally be expected to have successfully completed all Vocational Elective Subject Assessments referral by the end of September following the Completion Date of the Course. 35

7. Timing of refer assessments: part time students 7.1 In the case of the part time Course where Stages 1 and 2 are combined, Stage 1 re- assessment opportunities will be provided in the May/June of year 1 and in the February and May/June of year 2. Students will be counselled as to when to take refer assessments subject to the number of outstanding assessments a student has and the assessment timetable. 7.2 Part time students with re-assessment requirements of year 2 Stage 1 Subject Assessments will have the opportunity for re-assessment in the May/June of year 2 and in the February of the year following year 2. 7.3 Part time students will normally be required to complete the year 1 Vocational Elective Subject Assessments at the end of Stage 2 in year 1, and the year 2 Vocational Elective Subject Assessments at the end of Stage 2 in year 2. 7.3.1 Part time students with re-assessment requirements for Stage 1 and Stage 2 Subject Assessments following the Completion Date of the Course will have the opportunity: (i) (ii) to sit Stage 1 Subject Assessment referrals in February and May/June in following academic years; and/or to sit Stage 2 Subject Assessment referrals in May and September in following academic years 7.3.2 Part time students will normally be expected to have successfully completed all Stage1 and Stage 2 Subject Assessment referrals by the end of September following the Completion Date of the Course. 36

7.3.3 Where possible, skills re-assessment points for part time students will be scheduled to coincide with the full time skills assessment points. 8. Currency of assessments 8.1 A student must pass all Subject Assessments within a five year period. The date used for determining the start of the five year period is the date on which the student attempted their first assessment, whether or not they were successful (not the date the results were confirmed or published or the date of enrolment on the course). 8.2 This requirement applies to all students, whether studying full-time, part- time or a combination of both. 9. Mitigating circumstances: Fit to sit policy 9.1 If a student attends and completes an assessment it will be presumed that there is no reason why the student should not sit the assessment at that time or why the student might subsequently submit a request for mitigating circumstances to be taken into account. This means that a student who attends and completes any assessment is presumed fit to sit the assessment and that any request for reasonable adjustments has already been submitted and considered by the University. Medical or other evidence produced afterwards will only be accepted where there is a good explanation, supported by appropriate evidence, why it was not produced before the assessment, and in accordance with regulation 9.2 below. 37

9.2 A student who takes an assessment and considers that their performance may have been affected by medical or other circumstances must inform the invigilator/assessor or the Course Leader during or immediately after the assessment, and submit a mitigation request within 48 hours of the assessment. Any mark given to the student s script/recording will not be disclosed to the student until the outcome of the request for mitigating circumstances is known and only if mitigating circumstances are rejected. If mitigating circumstances are accepted, the student will be allowed to defer the assessment(s) but the student will not be entitled to feedback on the assessment(s) and the mark(s) for the assessment(s) will not be released or discussed with the student. 9.3 A student who considers they are not fit to sit an assessment at the First Available Opportunity must submit mitigation giving a full explanation and providing evidence, including medical evidence where appropriate, as to the reasons why they consider they are not fit to sit the assessment(s). Mitigation should be submitted to the Course Administrator before the assessment. Mitigation will then be considered at the next mitigation panel. If the mitigation is not accepted by the mitigation panel, the student will be deemed to have failed the assessment(s). 9.4 Students will be reminded before each assessment, and each assessment will contain a reminder, that attempting the assessment will be taken as indicating that there is no reason why the student should not sit the assessment. 9.5 If a student does not sit any one or more of the Core Practice Areas, Vocational Electives, WAE, Skills, PCR or Solicitors Accounts at the First Available Opportunity and does not submit mitigation in accordance with the Mitigating Circumstances: Fit to Sit Policy the student will be deemed to have failed that assessment(s). 9.6 Condonation and compensation are not allowed and marks may never be increased in response to successful mitigation or appeal. 38

10. Assessment Offences 10.1 Cases of suspected Assessment Offence will be investigated according to University regulations. Where the case is proved, the Board of Examiners will exercise its discretion in relation to the seriousness of the Assessment Offence and in accordance with University regulations relating to students seeking an unfair advantage in an assessment. 10.2 If a student is held to have committed an Assessment Offence under the University s regulations and it is considered to have a bearing upon the character and suitability of a student to become a solicitor then this will be reported by the University to the SRA. 11. Attendance and Punctuality 11.1 If a student's attendance and punctuality record is considered by the Course Leader to be unsatisfactory, then the student may not be permitted to undertake assessments. A student's attendance record may be considered to be unsatisfactory where the student is absent from ten or more monitored sessions. A student will be notified in advance if this regulation is to be applied in his/her case. 12. Transcripts 12.1 In accordance with the requirements of the SRA each student will be provided with a transcript for each stage of the course. 39

12.1.1 The Stage 1 transcript shall include: (i) (ii) (iii) (iv) (v) (vi) percentage marks for the three Core Practice Areas indicating specific marks for Criminal and Civil Litigation and the weightings of each part of the overall litigation assessment; the percentage mark for Professional Conduct and Regulation; the percentage mark for Solicitors Accounts; the percentage mark for Wills and Administration of Estates; competent/not yet competent decisions for each of the five skills areas; for each assessment the number of the attempt on which the student was successful and the date on which the successful assessment was undertaken. 12.1.2 The Stage 2 transcript shall include: (i) (ii) percentage marks for each assessed Vocational Elective; for each such assessment the number of the attempt on which the student was successful and the date on which the successful assessment was undertaken. 13. Giving notice of intention to sit refer/defer assessments 13.1 A student wishing to attempt outstanding assessments in any academic year must give notice to the Course Administrator of his or her intention to do so. A student is deemed to give notice of their intention to sit by confirming in writing, either by email or letter, when he/she intends to sit a particular assessment. Notice should be given no later than 3 weeks before the date of the defer and/or refer assessment, preferably by email from the University student email account. 40

13.2 A student that has given notice to the Course Administrator of his or her intention to attempt outstanding assessments must sit the assessment(s) unless prevented by illness or other good cause (evidence of which must be submitted to the Examination Board). A student in breach of this requirement will be deemed to have failed the assessment(s) in question. 13.3 Failure to give notice may mean that the student is refused entry to the assessment. 13.4 Once a student has given notice to the Course Administrator of his or her intention to sit a referred or deferred assessment at the next opportunity the student must attempt the assessment. A student in breach of this requirement will be deemed to have failed the assessment(s) in question. 13.5 A student that has given notice in accordance with this regulation and subsequently does not consider themselves fit to sit the assessment(s) should inform the Course Administrator in writing before the assessment that they no longer intend to sit that assessment. Failure to do so will mean that the student will be deemed to have failed the assessment(s) in question. 13.6 It is the responsibility of each student to ensure they are aware of the assessment and refer assessment timetable and have complied with the requirements of regulation 13. 14. Provisions for the Conferment of Final Awards 14.1 The minimum requirements for the award of a Postgraduate Diploma in Legal Practice are a Pass (50% of the marks available) in the Core Practice Area Subject Assessments, three Vocational Elective Subject Assessments, the PCR 41

Subject Assessment, Solicitors Accounts, and WAE and the student having been deemed Competent in the Course Skills must also be achieved. 14.2 A student who: (i) has obtained a mark of at least 70% in at least four of the Core Practice Areas and the Vocational Electives Subject Assessments; and (ii) has obtained an average of at least 70% in the Core Practice Areas and the Vocational Electives; (iii) has passed every assessment, at first attempt without reassessment or referral; shall, subject to Regulation 8 and Regulation 11, be awarded the Postgraduate Diploma in Legal Practice with Distinction. 14.3 A student who: (i) (ii) (iii) has obtained a mark of at least 60% in at least four of the Core Practice Areas and the Vocational Elective Subject Assessments; and has obtained an average mark of at least 60% in the Core Practice Area and the Vocational Elective Subject Assessments; and meets the following criteria: (a) has failed no more than one of the Solicitors Accounts assessments, one of the Skills assessments, Wills and Administration of Estates assessment or PCR at the first attempt; and 42

(b) the fail in the Solicitors Accounts Assessment or Skills assessment has been made good by reassessment or the fail in Wills and Administration of Estates or PCR has been made good by a first referral; shall, subject to Regulation 8 and Regulation 11, be awarded the Postgraduate Diploma in Legal Practice with Commendation. Commendation is not available to a student who has failed more than one assessment at first attempt or who has been referred in an assessment in a Core Practice Area or a Vocational Elective Subject. 15. University Regulations 15.1 The Course will operate its assessment in accordance with the University s Academic Principles, save for the following: (i) (ii) (iii) (iv) C1.6.3 - threshold pass for an award; C2.5.1 successful module completion; C5.5 re-assessment for progression; C13. 19.6 19.10 consideration of extenuating circumstances by Boards of Examiners; (v) (vi) C15.7 mitigation: examinations or other scheduled assessments; C15.12 consideration of extenuating circumstances by Boards of Examiners; (vii) The University s policy and procedure on unfair practices is also excluded. 43

15.2 These regulations are drafted in accordance with the SRA s Legal Practice Course Assessment Requirements for the time being in force. In the event of there being any conflict between the University s Academic Principles and the assessment regulations of the SRA then the regulations of the SRA take precedence. 15.3 Final decisions of the Board of Examiners will be subject to the University appeals procedure but with the proviso that the requirements of the SRA take precedence should there be any conflict between the University and the SRA as to whom and by what means a successful appellant should be allowed to complete Stage 1 or Stage 2 of the course. 15.4 No appeal against a decision of the Board of Examiners may be submitted if it relates to the academic judgement of the Board of Examiners. Assessment Schedule Please note the exam/assessment periods in the academic calendar (see Section 1) and make sure that you are available during those periods. Examination The examination schedule will be published on the student portal. Please keep checking for updates. Coursework Where a module is wholly or partly assessed by coursework, the submission date will be clearly stated on the assessment brief when it is circulated to students. Submitting Assignments An important part of your assessment whilst studying will be in the form of assignments which need to be handed in for grading. Your tutor will confirm the method of submission which could be on-line via the X-Stream System, or a physical hand-in of a disk or hard copy assignment. 44

A room will be designated as a hand-in area for students to submit their work in a timely way. This service is promoted nearer the time of submission. Outside office hours a post box system is utilised in the Rose Bowl and in Portland Building. You should obtain a front sheet for your assignment (either from reception or adjacent to the post boxes), complete it and attach it to the assignment before submitting. Details of where to submit assignments will be provided through the student portal/notice boards nearer the date. When you submit an assignment it is important that you ensure the following information is on the assignment front sheet: Your name Course Year and semester of the course you are studying Name of the tutor for whom the assignment has been done Name of the module for which the work has been done IMPORTANT Students should obtain a receipt for the hand-in of coursework assignments and keep these receipts in case of any query. If you have to post an assignment to the University it must be: Sent to the appropriate site office i.e. Rose Bowl or Portland Building addressed to the relevant Administration Team sent recorded delivery and the receipt kept. Your responsibilities: Keep a record of your work Ensure your work is handed in within the published deadlines Each piece of assessed work will receive a mark and some feedback. The method and form of feedback for each module will depend on the assessment method. Once the module 45

leaders complete marking and moderation, most assignments (depending on format) will be returned to the Administration Team. It is important for your progression and achievement that you submit all work for all assignments in a timely manner. It is also important that you keep copies of all work submitted until after you have graduated. You should also keep any receipts confirming the submission of assignments. In the event of your submitted work being lost you may be required to produce a copy of the work and submission receipt. If you are unable to do so, your work will not be marked. 3.2 Giving your Feedback about this Course We are keen to work with you to enhance your course. Opportunities for you to feedback to us formally include: course meetings, end of module evaluation, mid module review, internal student experience surveys, Course Rep forums (through MyVoice in MyBeckett), the National Student Survey and other student surveys. Informal feedback is also welcome at any time either via your personal or module tutor or via your Couse Representative. 3.3 What Happens with your Feedback about this Course? Your feedback helps us to continually enhance this course. You can find out what actions have been taken in response to your feedback through your Course Representative, the Students Union, your tutors or through the Library. Your Faculty also provides updates on action taken through the Better Beckett posters prominently displayed around our University. 3.4 Getting Feedback on your Assessed Work Our University has committed to a four week turnaround for feedback. Each Module Handbook will provide you with specific guidelines on how and when you will receive this. 46

How do I Get my Results? Results from module assessments and decisions on progression are available on the Results Online system from: www.leedsbeckett.ac.uk/studenthub/results-online.htm. Results will only appear within Results Online five working days after the date of the Board of Examiners meeting (the meeting where your end of year outcome will be decided) or the Examination Committee meeting (the meeting where modular outcomes are decided). If you are unsure about when you might receive your results or have queries relating to your results, you should contact your Student Administrator. 3.5 Extenuating Circumstances and Mitigation Please see Section 9 of the LPC Assessment Regulations above. 3.6 Academic Integrity Our University wants to give you credit for your learning and for work which you have done yourself. Unfair practice occurs when you have not done the work yourself. Any attempt to gain an unfair advantage, whether intentional or unintentional, is a matter of academic judgement and may be considered to be unfair practice. Examples of unfair practice include, but are not limited to cheating, plagiarism, self-plagiarism, collusion, ghostwriting and falsification of data. Definitions of these offences and the serious consequences of unfair practice can be found in our Academic Principles and Regulations, Section C9: Academic Integrity: www.leedsbeckett.ac.uk/public-information/academicregulations. There are a range of resources available to help you understand what is and what is not permitted and how to use other people s ideas in your assessed work. These include the Skills for Learning website which can be found at http://skillsforlearning.leedsbeckett.ac.uk. 47

If you are unsure on how to reference your work correctly please seek advice from your tutors or access the Skills for Learning resources online (see section 4). 4 Where to Get Help 4.1 Personal Tutors Your personal tutor (see Key contacts in Section 1) will usually be an academic member of staff who teaches you on your course. Your Course Leader will make sure that you are given the name and contact details of your personal tutor at the beginning of each year, usually in your course induction. duration of your course. Normally, your tutor will aim to follow you right through the Your personal tutor has an important role to play in supporting you in academic and personal matters while you are studying on this course. The meetings will include discussion about career aspirations, your course, your progress, and your academic results. You may want to set objectives for academic and life goals which you can store on your e-portfolio. Personal tutors are not trained counsellors and will signpost you to other University services if they can t help you. These services may, for example, be the Students Union, the counselling service or the Student Hub. 4.2 Student Hub If you have any questions about or problems with life at our University, the first place to call, email or pop into is the Student Hub. The team can help with a broad range of enquiries including: funding and money advice, being an international student, disability, counselling and wellbeing support, student cards, accommodation, fee payments, support from the Students Union, how to access on-line services, getting help with your CV, preparing for an interview, careers guidance and getting a part-time job. Details of these and other services are available at www.leedsbeckett.ac.uk/studenthub. There is a Student Hub on the ground floor of the Rose Bowl at City Campus and one also in Campus Central at Headingley. Their telephone number is 0113 812 3000 and their e-mail address is StudentHub@leedsbeckett.ac.uk. They work closely with Faculties, the Students 48

Union, all University Services and external organisations to make sure that if they don t know the answer to your question they will know who will. You can also use 'my Hub' https://myhub.leedsbeckett.ac.uk/students/login?returnurl=%2f which is an online resource available 24/7 where you can access information and guidance about a range of services, register and make appointments with Services, register for workshops and employability tutorials, search for job vacancies and use a range of careers resources. 4.3 Disability Support Disability Support is available from our Disability Advice Team. The Disability Advisers will work with students to ensure support is provided to meet their individual needs: www.leedsbeckett.ac.uk/studenthub/disability-services.htm. Disabled students can also access the Disability Resource Areas in each library and the support provided by the Library Learning Support Officer, more information is available at http://libguides.leedsbeckett.ac.uk/using_the_library/disabled_and_dyslexic_users. 4.4 Library Help The Library There are two Libraries at Leeds Beckett, Sheila Silver at City Campus and Headingley Library, both open 24/7, 365 days a year. You can use either Library, although the book stock reflects the courses taught at each campus. The website (library.leedsbeckett.ac.uk) also provides access to thousands of resources and information about Library services. Academic Librarian Your academic librarian (see contacts in Section 1) liaises with your lecturers to ensure physical and electronic information resources for your subject are available in the Library and they work with you throughout your time here to help you develop information and digital literacy skills. Help and Information Points If you have any questions about using the library or need IT support you can get help: 49

from the Help and Information Point on the ground floor of each library online: library.leedsbeckett.ac.uk/contact-us by phone - 0113 812 1000 (including 24/7 IT support). Skills for Learning Skills for Learning provides a wide range of web resources and publications on topics including plagiarism, group skills, research, maths, Harvard referencing, essay writing and time management. Information about workshops and one-to-one tutorials can be found at http://skillsforlearning.leedsbeckett.ac.uk/. MyBeckett MyBeckett, the portal and virtual learning environment, is the gateway to all the information you will need to support your studies during your time at University. It provides access to your modules and timetables; your email account; your personal storage area on our University IT servers and a wide range of other information. 4.5 Students Union Advice Service The Students Union advice service offers free, independent and confidential advice and representation to students. Professional advisers are employed directly by the Students Union to represent your interests even if you are in dispute with our University. Advice is available on a large number of issues, for example: Academic Problems including: mitigation, complaints, appeals, disciplinary procedures & academic misconduct. Housing Problems including: disrepair, problems with your landlord, checking your tenancy agreement before you sign. Money Issues including: problems with your student loan & Debt Health and Wellbeing. Tel: (0113) 812 8400 E-mail: suadvice@leedsbeckett.ac.uk There are full details of all services available at: www.leedsbeckettsu.co.uk/advice 50

5 What to do if you 5.1 are absent for more than one day You must notify your Student Administrator if you are absent for more than one day (for example for an interview, emergency unforeseen circumstances, or for compassionate leave). If you are going to apply for mitigation you will need to provide written evidence of the reason for your absence. Attendance is a requirement of the course. Attendance at workshops is compulsory. The SRA requires all LPC providers to monitor student attendance and unsatisfactory attendance may lead to exclusion from LPC assessments. By enrolling for the LPC course you are deemed to accept the Attendance Agreement detailed below: LPC Attendance Agreement 1 By enrolling on the LPC, I recognise that the LPC is a vocational training course and that SRA Training Regulations require that a student must satisfactorily attend the course as well as satisfying the assessment requirements for the LPC. 2 I accept that the knowledge and skills required to pass successfully can only be acquired by attending workshops and whole group sessions and by adequate preparation for and full participation in workshop activities and skills practice. 3 I accept that attendance at class is a requirement of the LPC and I promise to undertake required preparation for, and attend punctually, all sessions that I am required to attend at the time and place scheduled for my allocated workshop. 4 I accept that if I have not completed adequate preparation for a session, my lack of preparation may impede the learning experience of other members of my workshop and I may be asked to withdraw by my tutor. 51

5 I note that my attendance on the LPC will be monitored during each session by the taking of a register and I accept that it is my responsibility to ensure that my attendance in class has been properly recorded. I also note that my attendance will be monitored throughout the course to ensure that I am fulfilling the promises that I make in this agreement. 6 I acknowledge that if I am more than ten minutes late for a teaching session I will be unable to attend that session. 7 I accept that in the event of me being unable to attend a teaching session I will notify the LPC administrator (Annie Johnstone) copying in my subject tutor and personal tutor by telephone or email that I am unable to attend and explain the reason for my non- attendance. I agree to do this in advance of the session to be missed if possible. (Reasonable reasons would include illness supported by a medical certificate; training contract or other job interview supported by a letter from the prospective employer). If I miss three or more sessions, then I will be required to meet with the course leader to discuss my absence and the reasons for that absence. 8 I acknowledge that the LPC Assessment Regulations provide that if my attendance and punctuality record is considered by the course management team to be unsatisfactory, then I may not be permitted to undertake assessments. My attendance record will be considered to be unsatisfactory if I am absent from ten or more monitored sessions without good cause. 9 If my attendance falls below an acceptable level, then the following procedure will apply: On the first occasion that my attendance drops below an acceptable level, I will receive a written warning from the course leader. 52

If after my first written warning my attendance level continues at an unacceptable level, then I will be asked to see the course leader to explain my absence. If the course leader decides that my explanation is not sufficient s/he may give me a final written warning 10 If after receiving a final written warning my attendance level is still unacceptable, my attendance record will then be referred to the course management team. If the course management team decides that my attendance record is unsatisfactory, I will not be permitted to undertake assessments in accordance with the LPC Assessment Regulations 2013. International Students Please be aware that our University fully complies with United Kingdom Visas & Immigration (UKVI) policy at all times. There are legal reporting requirements for all students in the UK on a Tier 4 student visa, and full attendance is mandatory for all Tier 4 students. Failure to meet UKVI attendance requirements could lead to your academic sponsorship being withdrawn and your visa being revoked. Tier 4 students need to be aware of their responsibilities whilst in the UK, please see www.ukcisa.org.uk for full information. For up to date information about visas, immigration issues and other matters relating to international students, please contact the International Student Advice Centre at internationalstudentadvice@leedsbeckett.ac.uk. 5.2 are ill If you are absent because of illness for more than seven consecutive days (including weekends), you must provide us with a Fit Note. You can hand in or send a Fit Note to your Course Leader or Student Administrator. If you are absent through illness on the day of an examination or assignment deadline and you intend to apply for mitigation, you must also provide us with details and any available evidence as soon as possible. Contact your Student Administrator to get a copy of the appropriate extenuating circumstances form. 53

If you are absent through illness on the day of an examination or assignment deadline and you intend to apply for mitigation, you must also provide us with details and any available evidence as soon as possible. Contact your Student Administrator to get a copy of the appropriate extenuating circumstances form. have a comment, compliment or complaint We are committed to providing a high quality experience for all our students. We welcome comments and compliments from students, and find them valuable for on-going improvements to our provision. Comments and compliments about your course can be raised with your course representative or directly with your personal tutor. If you have a specific complaint about an act or omission of our University, you may be able to make a complaint under the Student Complaints Procedure. In the first instance, you should raise the matter as soon as possible with the member of staff most directly concerned, or with the person who can best resolve it. If this does not resolve the matter, or if the complaint is too serious to be addressed in this way, then you should make a formal complaint in writing. Information about how to make a complaint, including the student complaints procedure and a complaints form, is available online at: www.leedsbeckett.ac.uk/studenthub/complaints.htm. 5.3 are considering suspending studies or withdrawing from the course If you are considering withdrawal from your course you should speak to your personal tutor, a member of staff at our Student Hub or the Students Union to discuss your reasons. If there is a problem, University or Students Union staff may be able to help. It may be possible to arrange suspension of studies from your course. If you are considering withdrawing, permanently or temporarily, you must complete a withdrawal form. This form must be submitted as soon as possible to your faculty office as withdrawals cannot normally be backdated. For further details see General Student Regulations at: www.leedsbeckett.ac.uk/public-information/student-regulations/. 54

6 Relevant Policies 6.1 Student Charter Our University and Students Union recently agreed upon the Student Charter which outlines what is expected of students of Leeds Beckett University and what students can expect from our University. The most recent version of our Student Charter is at: www.leedsbeckett.ac.uk/studenthub/student-charter.htm. 6.2 Student Entitlements Our student entitlements, listed at the front of this handbook, will help to ensure the student charter is embedded as part of our approach to providing a good quality, consistent learning experience for all our full-time and part-time undergraduate students. 6.3 Personal Tutors You are entitled to have one meeting per semester with your personal tutor in each year of your course. See Key Contacts in Section 1 for details of how to contact your personal tutor. See Section 4 for an overview of the support you can expect from your personal tutor. You can find full details of our personal tutor policy from the Student Hub webpages: www.leedsbeckett.ac.uk/studenthub/. 6.4 Safety, Health and Wellbeing Policy Statement Our University is committed to providing a vibrant, ethical and sustainable working environment that values wellbeing and diversity. This commitment exists alongside our wider legal and moral obligations to provide a safe and healthy working environment for our staff, students and members of the public who may be affected by our activities. There are further details at www.leedsbeckett.ac.uk/partners/safety-health-and-wellbeing-a-z.htm (see H - Health and Safety Policy Policy Statement). 55

Smoking No smoking is permitted in any of our University buildings, this includes the use of vapour cigarettes (or other similar devices); if you do smoke outside our buildings please make sure that you stand at least five metres way from building entrances and boundaries. Use of Laptops within our University If you need to charge your laptop battery, please make sure that the battery charger/lead are undamaged, and only plug it into a designated power socket if you are unsure of where these are, please ask a member of staff. Please make sure your battery charger cables do not create a trip hazard. Fire Safety Procedures Fire information is present on Fire Action Notices displayed in all our University buildings. These are normally present in corridors. Please read and follow the instructions. All fire exit routes are clearly identified. You should familiarise yourself with the location of fire exit routes and fire assembly points for the buildings that you may use in the course of your studies. If you discover a fire, you should sound the alarm by operating the Fire Alarm Call Point. You should report the circumstances and site of fire using the emergency number 4444 - indicated on the Fire Action Notice. Do not tackle the fire unless you have been trained to do so. Evacuate the building to the fire assembly point indicated on the Fire Action Notice. Do not re-enter the building until officially authorised to do so. On hearing the Fire Alarm, everyone should proceed calmly to the nearest available safe fire exit, as indicated by the green and white fire exit signage. Take appropriate action to assist visitors and mobility-impaired persons or wheelchair users to a safe refuge. Upon exiting the building, continue on to the fire assembly point so as not to impede the remaining evacuees exiting the building. Evacuation is practised through fire drills. However, 56

you should regard any continuous sounding of the alarm as a fire incident and act accordingly. Disabled Students You are expected to declare any disability that would affect your safety in the event of a fire, e.g. hearing impairment or the use of a wheelchair. If you are referred to the Disability Adviser, a Personal Emergency Evacuation Plan (PEEP) will be developed for you as appropriate. Disabled students must declare their disability, to the University, for it to be taken into consideration. You can find further information about the support available to disabled students studying at our University and contact details on our website: www.leedsbeckett.ac.uk/studenthub/disability-services.htm. First Aid First Aid Notices (green and white) are displayed in all University buildings alongside the Fire Action Notices (predominantly blue and white) and alongside, or adjacent to, each First Aid box. First Aid Notices provide all the information you may require to seek and summon assistance. First Aider contact details can also be obtained from the Student Hub or from Security: City Campus, internal ext. 23154 or Headingley Campus, internal ext. 23165. Accident and Incident Reporting All accidents and incidents and dangerous occurrences, must be reported to, and recorded by University staff. Accident report forms (HS1) are available at faculty reception offices, Security and Student Hubs. Infectious Disease Campus-based students who have been diagnosed with a serious infectious disease such as TB, measles, meningitis or chicken pox should notify their Course Leader or Student Administrator as soon as possible giving information regarding which groups of students (and/or colleagues and clients on placements) you have been in contact with and when. For 57

diseases such as TB or meningitis, the West Yorkshire Health Protection Team may also wish to speak to you (or your family) to determine if others require screening or medication. You should follow advice given by the hospital or your GP about when it is safe to return to University. 6.5 University Regulations There are two sets of regulations you need to be aware of, the University Academic Principles and Regulations and the General Regulations: Leeds Beckett University Students. The Academic Principles and Regulations relate specifically to your studies and your course. They cover issues such as assessment, progression and award requirements amongst a range of other issues. The General Student Regulations deal with a range of issues which apply to all students of our University. 6.6 Academic Principles and Regulations Our University Academic Principles and Regulations can be found at: www.leedsbeckett.ac.uk/public-information/academic-regulations. 6.7 General Regulations The General Student Regulations are available at the following web link: www.leedsbeckett.ac.uk/public-information/student-regulations/. yourself with the student regulations relevant to you. You should familiarise 58

Appendix A LPC Study Guide This Guide aims to give you some information to assist you with effective studying, revision and assessment preparation. As your studies on the course progress and you work hard, you should acquire all of the knowledge, understanding and skills you will need to pass your assessments. You are not expected to be in a position to tackle assessments at the start of the course, but understanding the way a subject is assessed will enable you to plan your revision and consolidation as the course progresses, rather than see it as something separate to be done only when the course/subject teaching is at an end. 1. Assessment criteria LPC assessments take a variety of forms with different criteria. Each assessment is designed to meet the learning outcomes for that subject. The Course Handbook contains a summary of how each subject is assessed. You should speak to your individual subject tutors for more detailed information. 2. Assessment skills Consider what you will be required to do in a particular assessment. There will be time pressure, and you will need to know, understand and remember the course material / aspects of the LPC skill upon which you are being assessed. Thorough preparation will assist your learning and approach to the assessment. However, it is worth bearing in mind that the skills you need for an assessment are similar to those you may use in a number of everyday activities. This means that when you are preparing for an assessment, it may help you to think about a recent event in your everyday life which you have prepared for. For example, have you been involved in making a presentation, taking a driving test, preparing and making a speech, organising a holiday, social or sporting event? How did you plan for this event? Did you find it stressful? How did 59

you cope? Did you feel it was a success? Looking back, if you did it again, would you do anything differently? Why? The skills you would have used in relation to the above activities can be drawn upon for the assessment. They are transferable skills of: Preparation and planning Initiative Time management Memory The ability to work under stress The willingness to be assessed by others Communication, structure and presentation The assessments you will take will require you to use most, if not all, of these skills. 3. Preparing and planning for your assessment The thought of an assessment can be both an exciting and a nerve-racking experience. The best action you can take when faced with an assessment is to prepare a realistic preparation /revision schedule and make your own thorough notes. Each individual student will have their own preferred method of preparing for an assessment, and you should not worry when you hear what others have been doing. It is important to work to your own planned schedule and to pace your revision in a way that suits your individual needs and learning style. There is no substitute for your own revision. In this Guide, we have set out tips and ideas which may help you plan your revision, and give you some ideas of new ways to approach your examination preparation. Not all of the ideas will suit your style of learning, and it is important to find what works for you best. 60

a. Planning revision time You will need to plan your preparation/revision time: preparation/revision does not automatically happen, and it will not be enough just to re-read all of the subject and workshop materials. Making your own preparation/revision notes, in a style that suits you personally, will help to reinforce your learning. In order to plan your preparation/revision time effectively, you will need to consider the following questions: When should I start preparing/revising? Ideally, you should revise and consolidate all of your knowledge as you progress through the course, so that you do not feel you have everything to do just before the examination. However, even if you have done this throughout the course, you will want to undertake more formal revision before the examination. You should start any revision as soon as possible. If you leave it until the last minute, that may cause panic and restrict the time available for learning the material and revising in your own style. How should I prepare for a closed book / limited permitted materials assessment? As with any assessment, you will have limited time to answer a question. By reviewing a past examination paper, and taking part in formative assessments, you will have some indication of the nature of the questions, the breadth of questions and the depth of answer required. Also, some guidance as to the depth which is required in the answer will be given at tutorials. In any case you will need to be able to spot the focus of each question quickly to be able to address the particular area, or areas, of law covered in the question. 61

How should I prepare for a closed book assessment? You should approach your preparation for open book assessments as you would for a closed book assessment. There is not the time to start reading your notes in detail; you need to be able to identify what a question is about and how you should answer it without first having to spend time going through your notes. Remember it is important to think logically as well as legally. How much time do I have in which to prepare/revise? The LPC is an intensive course. It is important to be realistic with your revision timetable. You need to match up the time you have available with the outcomes you wish to achieve. Unrealistic expectations can lead to frustration, demotivation and ultimately to less successful revision. When you have thought about these questions, you will be in a position to plan your revision time. It may help you to draft a calendar, or revision schedule, indicating what topics you hope to revise on a particular day, or within a particular time slot. 4. Preparation/Revision techniques There is no single best way to prepare or revise. In this Guide, we will give you ideas of how you might approach your revision, but you will have to find a style that suits your method of learning and fits into your available revision time. It is important to find a method that works for you, as you may waste valuable revision time if you go down a route that doesn t suit you. However you choose to revise, there are certain key elements to revision which must be part of the process for you:. Make your own revision notes there is no substitute for your own set of revision notes, made in whatever style you choose. 62

. Understand your notes and be able to navigate your way through them efficiently this is the case for both open book and closed book assessments.. Practise doing workshop exercises and questions from past/formative assessments practising answering questions in exam conditions, within the relevant time restrictions, will be invaluable preparation for the examination, and the more you practise using the material you have learned, the easier it will be to recall it in the examination. Practising writing your answers by hand, under timed conditions, willgive you invaluable experience of what you will face in the examination itself. 5. Starting revision It is often difficult to actually get started on your revision: the temptation of making another cup of coffee, or some other delaying tactic, can often prove too much, especially if you are uncertain where to start with your revision. A useful starting point for your revision is to get an overview of the subject. Look at the subject workshops and topics and consider the links between them. When you start to revise a specific topic, again it may help to start with the unit s key themes. If you have a broad overview of the topic, you will then gain a better understanding of the more narrow areas and themes you need to revise. 6. Revision resources Another useful starting point when faced with revision is to list all the relevant material you have available to revise from. You have your subject handbook, resources provided to you by your tutor, notes from workshops, textbooks and a number of other sources of material, which can be used for revision. If you have worked throughout the course, the revision process will already be underway, as by completing the activities in each workshop, you will have tested your understanding and helped the learning process. 63

The revision you do before an assessment is really just the final phase of the learning you have been doing already, drawing together all of the knowledge you have gained during the year; this means that you probably already know much more than you realise. a. Revision Notes There are many different approaches you may take to producing your revision notes. The type/ style of notes you make will often be determined by your own learning preferences and the nature of the assessment to be taken. Find below a summary of some examples of making revision notes. b. Condensed Notes One method of producing revision notes is to take a top down approach.. Start with main headings for each topic/area. On a single page, make a brief note of the content of each unit.. Then for each topic/area repeat the process. Make a list of any subtopic/ related area and make a brief note of the content of each.. Repeat the process for each sub-topic/related area. This should give you a sense of the structure of the course as a whole, enabling you to identify issues quickly. Dissecting the course material into sensibly-sized chunks can aid revision. c. Diagramatic revision notes You may prefer to picture the material you need to learn, and setting out the information in a diagramatic format will help with that. It is important to ensure the diagram contains all of the material you need to revise and is set out clearly so that you can easily see the information you need. 64

d. Card file revision notes Another way in which revision notes can be made is in a very short-hand method, using key words to trigger your memory of all the material around a particular topic. If you use this method, it is important not to abbreviate the notes too much, as you must be able to recall all of the relevant material simply by recalling the key words. This is less relevant for LPC assessments, but may be useful when preparing for closed book assessments. e. Mix of diagramatic and condensed notes If you like using condensed notes, but can also see an advantage in having your revision notes in a diagramatic form, you might want to try a mix of diagramatic and condensed notes, combining both methods of note-taking. f. Memorising Many law students, when faced with preparing for an examination, wrongly assume the key to success is simply to memorise large amounts of material and then to regurgitate it in the examination. Memorising information is an important part of the process of revision, as you will need to be able to remember legal principles, legislation and case law. However, the key to success is to use and apply the information you have learned in the answers you write. Memorising information without understanding the value of that information is useless. You can memorise hundreds of cases but if you do not know when or how to use them, why they are important and the legal principle they demonstrate, they will not assist you in the examination. g. Memorising strategies There are numerous strategies that have been developed for helping people memorise information. Different individuals memorise in different ways. Some will learn in a list 65

format, others will use visualising techniques or mind maps. Find a method which enables you to readily recall the information you have learned (remember that in the examination room, you will be required to recall information under time pressure). There are a number of sites on the internet which provide good advice about memorising. One of those is: www.mindtools.com 66

7. Preparation/Revision Checklist We have covered a lot of areas for you to consider when commencing your revision. Below is a checklist you might want to use to ensure you have thought about all of the issues you will need to address in order to revise successfully. Preparation/Revision Action Plan your revision time Gather your revision sources Methods and styles Calendar /Timetable /Schedule /Time slots Workbook /Text books /Workshop materials Assessment criteria Past Refer examination back to Section papers 2 of / this own guide course so notes you know what examiners will be looking for Make your own revision notes Condensed notes/diagramatic notes / Card file notes /Mix of diagrammatic and Application of legal principles and appropriate authorities condensed notes You need to be able to use and apply your knowledge You need to learn and memorise legal principles and appropriate authority Seek assistance if you do not understand an area 8. Taking the assessment Even when a student has worked throughout the course presentation, and revised thoroughly and efficiently, they can under-perform in an examination because of poor exam technique or because they become too stressed. 67

a. Practical hints The best way to avoid stress is to be prepared, so that you avoid any unnecessary worry or problems. Practical tips before the exam include:. Remember to bring your student ID. Be well-organised before the examination: make sure you know exactly where you are going; have a spare pen; wear suitable clothing (you do not want to be too hot or too cold).. Take along anything you need for comfort (within reason) sweets, a bottle of water?. Arrive in good time you do not want to be entering the examination room at the last minute.. Once in the examination room, find your place (desk numbers might be in use), settle down, organise your equipment and don t be distracted by others in the room.. Afterwards, avoid post-mortems. Do not persuade yourself that you have failed by listening to what others are saying. After a decent interval, you should then think back and try to learn from the experience. b. Examination technique Examination technique, like effective revision, is a skill, and like other skills, can be learned and practised. Below are some techniques you can use in the examination room itself to help you achieve your best result. 68

Read the assessment. Ensure you follow the instructions instructions carefully Read the paper carefully and choose your questions carefully Think about each question before you answer it: answer the question asked Read the questions carefully Brainstorm. Allow sufficient time to read through any materials provided with your question paper. Do this before you start writing your answer. Underline or highlight key words. Do not be side-tracked by trying to remember a similar question you have answered in the past. Remember the aim is to answer this specific question. Identify the process (describe, explain etc) words and know what they mean. Jot down relevant ideas as they come to you. If the thought process dries up, stay calm: it will come back to you. Do not be afraid of stating the obvious ; the examiner cannot assume you know something you have left out of your answer. You do not need to write out the question this wastes valuable time Timing. Determine your time allocation for each question before you enter the examination room Resist the temptation to overrun on timing for a question. Stick rigidly to the time allocation for each question 9. Common examination mistakes In addition to the above advice about what you can do to improve your chances of success in an examination, it can also be very helpful to have an understanding of what students do wrong in examinations. You can then avoid making the same mistakes. 69

The most common mistakes are: Failing to follow basic examination instructions. Poor timing. Failing to answer the question which has been set misreading or misinterpreting the question, or writing everything you know on a subject with no attempt to answer the question. Basing answers on common sense or using your own views which are not based soundly on the law in question, rather than relying on the course material. Failure to illustrate and support arguments sufficiently with reference to legal principles, materials provided, statute and cases. Poorly-structured answers showing lack of planning. lllegible writing 10. Assessment feedback After a formative or summative assessment you are entitled to receive individual feedback on your performance. To obtain such a feedback you should follow instructions posted by the Module Leader on X-stream. There will also be generic feedback provided on the questions in the examination paper, indicating what constituted a good answer and the common errors that were found in weaker answers. This is normally uploaded on X-stream within 3 weeks after you sit an examination. 70