Summative assessment totalling 3500 words counting for 100% (learning outcomes 1-5) which is comprised of:

• Contribution to subject discussion board (1500 wds)
• Academic Poster and critical explanation document (2000 wds)

Students are required to show an informed, and at the same time critical understanding, of aspects of the English law relating to the family and the conflict of rights which includes the following:

• Children and the state
• Parents in conflict and their children
• The provisions of The United Nations Convention on the Rights of the Child, The Convention for the Protection of Human Rights and Fundamental Freedoms and The Human Rights Act 1998
• Legal responses to domestic violence
• Cultural practice in conflict with the law

1. Demonstrate a systematic understanding and knowledge of Human Rights at the forefront of Family Law. Knowledge & Understanding

2. Demonstrate the independent learning ability required to advance their knowledge and understanding of Human Rights in the family context, and to develop new skills to a high level for continuing professional development and postgraduate study.
Learning

3. Communicate their conclusions clearly to specialist and non-specialist audiences, specifically utilising visual and designated electronic formats of communication.
Communication

4. Demonstrate originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.
Application

5. Demonstrate the qualities and transferable skills necessary for employment requiring the exercise of initiative and personal responsibility self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.
Reflection

The module uses a blended learning approach to delivery and independent study. Content will be delivered using a combination of concentrated face-to-face sessions combined with technology enhanced learning which will involve the use of the Blackboard virtual learning environment (VLE). There will be a selection of learning activities which may include use of: online materials and guided reading, podcasts, use of video and recording clips, online discussion boards, blogs and wikis. Students will also have the opportunity to interact using social media.
The early stage of the module will use a range of activities to ensure that students understand the technology used and will also facilitate online socialisation through appropriate guidance and induction exercises. The module will split the content into appropriate subject learning units and a range of content will be organised in the VLE using a common structure of content folders. Students will engage with the content asynchronously at a time and place which suits their learning and external commitments. Students will be supported with clear guidance as to how to use the material and its relevance to the intensive face-to-face sessions.

There will also be the opportunity for students to consult with tutors on a face to face basis, via email, via telephone or through other electronic means such as online discussion, blog comments or other social media.

Where appropriate assessment will take place via submission to the VLE.

Access to appropriate texts and material via module Blackboard site.
Library

• Jonathan Herring, Family law (7th edn, Pearson Ed 2015)
• Jill Marshall, Human Rights Law And Personal Identity (Routledge 2014)