Level 3 Diploma in Law

LEVEL 3 DIPLOMA IN LAW
Credits : 60
Duration : 6 months / 9 months
Londan School of International Business

www.LSIB.co.uk
[email protected]
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About London School of International Busness
London School of International Business (LSIB) assasaasas
London School of International Business www.LSIB.co.uk

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CONTENTS
Entry Requirements..............................................................................................................................4
Progression..........................................................................................................................................5
Level 3 Diploma in Law...............................................................................................................................6
Unit Specifications................................................................................................................................7
The English Legal System....................................................................................................................8
Contract Law.......................................................................................................................................12
Legal Terminology and Communication..............................................................................................15
Academic and Research Skills for Law...............................................................................................19

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Entry Requirements
This qualification is designed for learners who are typically aged 16 and above.
The policy regarding access to our qualifications is that:

 they should be available to everyone who is capable of reaching the required standard
 they
 should be free from any barriers that restrict access and progression
 there should be equal opportunities for all those wishing to access the
qualifications
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Progression
On successful completion of a Level 3 Diploma in Business there are a number of
progression opportunities.
Learners may progress to:

 a level 4 qualification such as the Level 4 Extended Diploma in Management
 a degree programme
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Entry Requirements
This qualification is designed for learners who are typically aged 16 and above.
For learners who have recently been in education or training the entry profile is likely to include
one of following:
 5 or more GCSEs at grades C and above

 other related level 2 subjects
 other equivalent international qualifications
Learners must also have an appropriate standard of English to enable them to access relevant
resources and complete the unit assignments.
Progression
On successful completion of a Level 3 Diploma in Law there are a number of progression

opportunities.
Learners may progress to:

  a level 4 qualification such as the Level 4 Extended Diploma in Management
 a degree programme
Level 3 Diploma in Law
The Level 3 Diploma in Law is a 60 credit qualification. Learners must complete the four mandatory
units totalling 60 credits.

Unit Title Level Credit GLH
Mandatory Units
The English Legal System 3 15 90
Contract Law 3 15 90
Legal Terminology and Communication 3 15 90
Academic and Research Skills for Law 3 15 90

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Unit Specifications
Unit Format
Each unit is presented in a standard format. This format provides guidance on the
requirements of the unit for learners, tutors, assessors and external verifiers.
Each unit has the following sections:
Unit Title
The unit title reflects the content of the unit. The title of each unit completed will appear on a learner’s
statement of results.
Unit Aims
The unit aims section summarises the content of the unit.
Unit Code
Each unit is assigned a unit code that appears with the unit title on the Register of
Regulated Qualifications.
Level
All units and qualifications have a level assigned to them which represents the level of
achievement. The level of each unit is informed by the level descriptors.
Credit Value
The credit value is the number of credits that may be awarded to a learner for the
successful achievement of the learning outcomes of a unit.
Learning Outcomes
The learning outcomes set out what a learner is expected to know, understand or be able to do as
the result of the learning process.
Assessment Criteria
The assessment criteria describe the requirements a learner is expected to meet in order to
demonstrate that the learning outcome has been achieved. Command verbs reflect the level of the
qualification e.g. at level 4 you would see words such as analyse and evaluate
Unit Indicative Content

The unit indicative content section provides details of the range of subject material for the
programme of learning for the unit.
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3.27 The English Legal System
Unit aims To provide an overview of the English Legal System to prepare learners
for more substantive study in areas of English law.
Unit level 3
Unit code J/507/2126
GLH 90
Credit value 15
Unit grading
structure Pass/Merit/Distinction
Assessment
guidance Assignments in accordance with awarding organisation guidance
Learning outcomes. Assessment criteria.

The learner will: The learner can:
Pass Merit Distinction
1. Understand key 1.1 Explain the different 1 M1 Explain the
principles of English methods by which process by which a
Law laws are made Bill becomes
1.2 Differentiate legislation
between criminal
and civil law
1.3 Differentiate
between public and
private law
2. Understand the 2.1 Explain the 2 M1 Explain how 2 D1 Analyse how the
rules of statutory traditional intrinsic and extrinsic traditional techniques
interpretation techniques of aids are used by of statutory
statutory courts as an aid to interpretation have
interpretation and statutory interpretation been used in specific
how they are used case law
2.2 Describe intrinsic
and extrinsic aids
3. Know the 3.1 Describe the court 3 M1 Explain the 3 D1 Explain the
organisation and hierarchy for both types of cases heard relationship between
work of the English criminal and civil law at each level in the English law and
courts 3.2 Explain the process court hierarchy and European Union Law
of appeals the powers of the
different courts
4. Understand the 4.1 Explain how the
operation of judicial rules of ‘stare
precedent decisis’, ‘ratio
decidendi’ and
‘obiter dicta’ are
used
4.2 Differentiate 4 M1 Explain the
between impact of the use of
‘distinguishing’, ‘distinguishing’,
‘reversing’, ‘binding’ ‘reversing’, ‘binding’
and ‘overruling’, and ‘overruling’ in
giving examples of specific cases
how they have been
used in specific
cases

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4.3 Describe how courts
are bound by each
other with reference
to Young vs Bristol
Aeroplane Co Ltd
(1944) 2 All ER 293
4.4
4.4 Explain the
impact of ‘res
judicata’
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Indicative Content
Key principles
  Statutes, case law, EU law
  Criminal vs civil law: types of offence, courts used, sentences
 Public and private law
Statutory interpretation
 Traditional techniques: literal rule, golden rule, mischief rule, purpose of
approach
 Intrinsic (internal) rules: long/short titles, punctuation, definition section,
marginal
notes; extrinsic (external) texts or dictionaries, sources
English courts
 Court hierarchy: county court, high court, Magistrates court, Crown court.
 Appeals process: Court of Appeal, Supreme Court (House of Lords) European court;
how appeals process differs for criminal and civil cases
 The impact of EU law upon English law
Juridical precedent
 The doctrine of precedent, the rules, their impacts and cases of interest
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3.28 Contract Law

Unit aims To introduce learners to contract law.
Unit level 3
Unit code L/507/2127
GLH 90
Credit value 15
Unit grading structure Pass/Merit/Distinction
Assessment guidance Assignments in accordance with awarding organisation guidance

1. Know the key 1.1 Outline the key 1 D1 Analyse three

principles of contract principles of contract key theories of
law law contract law
1.2 Describe the different
classifications of
contracts
2. Understand the key 2.1 Distinguish between 2 M1 Explain the 2 D1 Analyse the
elements of a ‘an offer’ and an methods of issues organisations
binding contract ‘invitation to treat’ ‘acceptance’ and must take into
2.2 Explain the issues when they will be account when using
regarding ‘the postal effective instantaneous
rule’ methods of
2.3 Explain communication in
‘consideration’, the respect of contracts
rules of consideration
and ’the test of
enforceability’
3. Understand 3.1 Analyse the
contractual terms difference between a
and exclusion condition and a
clauses warranty, using cases
to exemplify the
analysis
3.2 Explain how terms 3 D1 Distinguish
are ‘implied’ within between a term and a
contracts representation
3.3 Explain the
importance and
methods of
incorporation
3.4 Assess the
importance of
‘construction’ for
interpretation of the
contract
4. Understand the 4.1 Distinguish a ‘term of
legal issues of a contract’ from a
misrepresentation misrepresentation
and mistake 4.2 Differentiate between 4 M1Explain what is
the different types of meant by an
misrepresentation

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4.3 Explain the actionable 4 D1 Analyse the
categories of misrepresentation remedies for
‘mistake’ (common, Explain the impact of misrepresentation
mutual and ‘mistake’ (common,
unilateral), and their mutual and unilateral)
impacts on contract on contract
5. Understand the 5.1 Summarise the
legal issue of different ways in
‘Frustration’ which a contract can
be frustrated,
providing examples of
each
6. Understand the 6.1 Explain the concept 6 D1 Analyse the
legal issues of of ‘duress’ and ‘undue impact ‘duress’ and
duress and undue influence’ ‘undue influence’ can
influence have on the contract,
using examples to
exemplify
7. Understand the 7.2 Explain the concept 7 D1 Explain the
legal issue of of ‘the remoteness impact of ‘the
damages and measurement of remoteness and
damages’ measurement of
damages’, using
examples to exemplify
the explanation
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Indicative Content
Contract law
 Requirements of a contract; be able to apply the principles and use cases to exemplify; moral,
social, political and commercials factors which affect principles of contract law
 Classifications of contracts
 Equity theory, Will theory, Formalist theory
Binding contract
 The key elements of a binding contract and how they operate in a commercial context
including, the elements of an offer and acceptance, the postal rule, consideration and
enforceability
 Methods of acceptance and how e-contracts operate in a commercial context
Contractual terms and exclusion clauses

 Contractual terms and exclusion causes including: a condition, a warranty, an innominate
term how terms are ‘implied’, methods of incorporation, construction, a term and a
representation
Misrepresentation, mistake and frustration

 Contracts which are impossible to perform (a) at the time the contract is made (common
mistake); and (b) after the contract is made (doctrine of frustration). Misrepresentation:
representations and terms; the definition and types of misrepresentation; the remedies for
misrepresentation.
Duress and undue influence

 Duress, economic duress and undue influence.
Damages
 As a remedy for breach of contract, specific performance and injunctions.
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3.29 Legal Terminology and Communication

Unit aims
Unit level 3
Unit code R/507/2128
GLH 90
Credit value 15
Unit grading
Assessment

1. Know how 1.1. Describe 1 D1 Analyse the
organisations communication effectiveness of
working in the legal models and systems communication
sector communicate used in models and systems
organisations used in a specific
working in the legal organisation in the
sector legal sector
1.2. Describe the
methods used and
benefits of both
informal and formal
communication
systems
1.3. Outline the
principles of
effective
communication
1.4. Explain how 1 D2 Evaluate how
technology is used different uses of
for different types of technology can
communication enhance and/or
1.5. Explain the barriers 1 M1 Propose solutions detract from good
to effective to the barriers to communication in the
communication effective legal profession.
communication
2. Be able to present 2.1 Use different styles 2 D1 Manage and
information in a and methods of oral facilitate a question
legal context orally communication for and answer session to
different audiences demonstrate subject
2.2 Present information knowledge and
in a legal context communication skills
orally in a formal
situation using
correct legal
terminology
2.3 Respond to
questions arising
from presentation of
information
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3. Be able to 3.1 Communicate legal 3 M1 Communicate
communicate legal information in writing complex legal
information in writing using appropriate information using
terminology, styles appropriate terminology
and methods and different written
styles and methods
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Indicative Content
How legal organisations communicate
 Communication models and systems: Nonverbal (gestures, postures, touch, use of

time/space, dress/personal grooming; facial expressions and eye movement); verbal (oral
and written), use of technology (oral and written); formal and informal; vertical (upward and
 downward) horizontal; internal and external.
 Principles of effective communication: clarity of language and message (non-
 ambiguous), choice of channel, timing, listening to response
  Use of technology: social media; email, web, webinars, video in court
 Barriers to effective communication: filtering, language, poor listening, emotions, cultural
diversity, inconsistent nonverbal cues, background noise, information overload, complexity,
lack of trust, wrong choice of channel, personal conduct and appearance
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Present information orally
 Styles and methods of oral communication: conversation/dialogue, formal presentation,

discussion groups, interviews; formal and informal; use of verbal and non-verbal
 communication to build rapport, adapting communication for different audiences
  Different audiences: colleagues; clients; jury, judges
  Present legal information: plan, use of rhetoric, presentation aids, question and answer
 Respond to questions: demonstrate subject knowledge, use of language, use of verbal
and non-verbal communication, adapting communication for audience, staying calm
under pressure
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Communicate legal information in writing
 Written legal styles and methods: formal/academic report, informal report, letters, emails;
formal structure of materials (contents pages, footnotes, referencing, bibliography) ; use of
software to enhance communication; use of images, graphs and tables to enhance
communication
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Academic and Research Skills for Law
Unit aims To develop academic research skills and the language skills needed to
be able to formally present academic research in a legal context, both in
writing and orally.
Unit level 3
Unit code Y/507/2129
GLH 90
Credit value 15
Unit grading
Assessment

1. Be able to assess 1.1 Assess own 1 M1 Develop a plan to
own academic academic strengths show how targets will
competence and weaknesses be achieved
including academic
English language
skills
1.2 Set targets for
improvement using
the self-assessment
2. Know how to 2.1 Outline the process
research information for carrying out
using primary and primary research
secondary methods from different
sources
2.2 Outline the process 2 D1 Analyse with
for carrying out examples what
secondary research constitutes good
from different practice in primary
sources and secondary
research
3. Be able to take a. Note key points of
effective notes from information from a
a variety of sources variety of sources 3 M1 Appropriately
using active reference your sources,
listening skills and using the OSCOLA
reading strategies referencing system
b. Paraphrase and
summarise the
information
4. Be able to plan and 4.1 Create a plan for
draft a piece of research on a
research chosen topic in Law
4.2 Draft a piece of 4 M1 Use own review
research work using and feedback from tutor
appropriate to improve draft work
reference
techniques .

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5. Be able to produce 5.1 Produce academic 5 M1 Present academic 5 D1 Present
academic work work to a work orally at a academic work at a
professional professional standard professional standard
standard using the to an audience to an audience and
existing draft discuss the content of
the work
6. Be able to reflect on 6.1 Reflect on own 6 M1 Provide academic
own academic academic progress feedback to peers
progress including,
development of
academic skills and
academic English
language skills
6.2 Develop action plan
for further
improvement
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Indicative Content
Self-assessment of academic competency
 Self-assessment: Academic English ability, academic competencies, personal skills and
qualities, personal skills for academic work (time management, initiative, perseverance
 flexibility, responding positively, to change and feedback); strengths and weaknesses.
  Targets: Specific, Measurable, Achievable, Realistic and Timed (SMART)
 Plan: for improvement (revisited and updated at regular intervals), with SMART targets
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Research methods
 Primary research: questionnaires (design of questionnaires, avoiding leading
questions, gathering qualitative and quantative data, issues of analysis), focus groups
(design of questions, timing; number of participants, balance of group); interviews
 (design of questions)
 Secondary research: desk research; making notes, recording sources; collating
information, evaluation of sources, citation and reference lists
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Be able to take effective notes from a variety of sources
 Taking notes: use of acronyms, symbols and shorthand.
 Active Reading: reading aloud, paraphrase, summary, synthesis
 Active Listening skills: acknowledging, eye contact, body language
 Reviewing notes: rereading, checking understanding, clarifying/expanding
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Be able to plan a piece of research
 Create a plan: check understanding of the brief, check deadline, plan research
methods, schedule time, set SMART objectives, review plan
 Drafting work: avoiding plagiarism, referencing, personal organisation
 Reviewing: editing, proof reading
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Produce academic work*
 Academic work of professional standard: written work that meets brief, good standard of
English, demonstrates referencing skills, reviewed and edited
 Presenting work orally to professional standard: use of technology; support materials/aids
 discuss content of work: with peers and supervisors/academic staff, demonstrate depth of
knowledge
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Review work*
 Academic progress: evaluate content of own work, own skills development, Academic
English ability, academic competencies, personal skills and qualities, personal skills for
academic work (time management, initiative, perseverance flexibility, responding
 positively, to change and feedback); strengths and weaknesses.
 Action plan: for academic development, for personal development
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LEVEL 3 DIPLOMA IN LAW

Londan School of International Business

About London School of International Busness

London School of International Business (LSIB) assasaasas

London School of International Business www.LSIB.co.uk

London School of International Business www.LSIB.co.uk

The policy regarding access to our qualifications is that:

London School of International Business www.LSIB.co.uk

Learners may progress to:

London School of International Business www.LSIB.co.uk

 5 or more GCSEs at grades C and above

On successful completion of a Level 3 Diploma in Law there are a number of progression

Learners may progress to: