Module Overview

See above 

Sources of Law

Nature of law. The distinction between civil and criminal wrongs. Sources of Law. The Constitution: fundamental rights and separation of powers. Legislation, delegated legislation and the legislative process. The doctrine of precedent.

EU Law

EU Law including EU Institutions. Primary and Secondary EU legislation.

The Irish Courts.

The Hierarchy of the Courts, including the Small Claims Court. Legal personnel. Legal personality. Law reform. Alternativemethods of dispute resolution: tribunals, arbitration and mediation. Finding the law: libraries, computer databases,.

Nature of Tort

The nature of tort. Defences in tort. Remedies.

The Tort of Negligence

Negligence. Occupiers' liability. Liability for defective products. Professional negligence. Passing off. Employers' Liability,Defamation.

Data Protection

Use and storage of Personal Information, Authorised Use. Retention of Data Security of Information. Regulation andimplementation of Competion law. Hire purchase agreements. Intelectual property and the rights and obligations attaching.

In law classes students are exposed to real life case law and Jurisprudence of the courts to engage critical thinking and become solutions focused. Students are immersed in decision making, analysis and recommendations. In order to maximize student engagement and hence the outcomes that they attain through participation, it is important to ensure from the outset that students understand fully why the Pillar is important, how it is structured and how they can successfully complete it. This will be achieved by taking time at the beginning of the Programme to provide a context for information and outline how and why certain kinds of information are necessary for specific applications of Pillar modules or in current/future employment. An outline of the Pillar objectives will help students reflect on their personal goals for the Programme of study. Students will enter the Pillar with different levels of knowledge and with different interests. Lecturers in the pillar will provide expertise, not just in what to acquire, but also in how to find and master knowledge outside the lecture environment in independent project assignments. By offering students opportunities to develop learning skills through the application of module content to research projects or papers, students will be encouraged to reflect on and modify their goals, motivations and learning methods. Group discussion of participants’ work-place and other real-world situations will be used as a mechanism to facilitate learning from peer experiences and enhance communication skills. In this context, the student will become aware of the degree to which other students can become a valuable resource in learning. Students will be encouraged to present problems/opportunities from their organisations for discussion and possible resolution by their peers. Case studies are used to enable students to apply the law covered in lectures to business situations with, depending on the size of the class, individual monitoring of progress in this regard.

There is a strong emphasis on independent learning. Students are required to monitor and report on legal issues arising in the media. Students are also required to read and summarise full court judgements and discuss same in class. Moodle and the Internet are used in addition to guest lecturers and live streaming of Supreme Court decisions. To facilitate different learning styles. The context of the Programme is established, and a variety of teaching methods employed, including:  The application of theories to research projects and assignments  Active learning  Group discussions  Scenario exploration to develop solution focused thinking  Case studies and  Problem-based learning.

Module Content & Assessment
Assessment Breakdown	%
Formal Examination	70
Other Assessment(s)	30