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1. Admissions/ Management Information
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Title of the new programme – including any year abroad/ in industry variants

See guidance on programme titles in Appendix V:
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https://www.york.ac.uk/media/staffhome/learningandteaching/documents/policies/Framework%20for%20Programme%20Design%20-%20UG.pdf
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LLB in Law & Criminology
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Level of qualification
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Please select:Level 6
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Please indicate if the programme is offered with any year abroad / in industry variants

NB: This does not include the opportunity for students to take the Careers and Placements 'With Placement Year' (see section 10). 		Year in Industry
Please select Y/N		No
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Year Abroad
Please select Y/N		Yes
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This document applies to students who commenced the programme(s) in:2022/23
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Awarding institutionTeaching institution
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University of York University of York
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Department(s):
Where more than one department is involved, indicate the lead department		Board of Studies
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Lead Department SociologySociology
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Other contributing Departments: York Law School, Social Policy and Social Work
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Interim awards available Interim awards available on undergraduate programmes (subject to programme regulations) will normally be: Certificate of Higher Education (Level 4/Certificate), Diploma of Higher Education (Level 5/Intermediate), Ordinary Degree and in the case of Integrated Masters the Bachelors with honours. Please specify any proposed exceptions to this norm.
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Certificate of Higher Education (Level 4/Certificate), Diploma of Higher Education (Level 5/Intermediate), Ordinary Degree
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UCAS codeRoute code
(existing programmes only)
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N/AN/A
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Admissions criteria
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TYPICAL OFFERS
LLB Law & Criminology:
A levels: AAA
IB Diploma Programme:
36 points
BTEC Extended Diploma:
D*DD
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Length and status of the programme(s) and mode(s) of study
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ProgrammeLength (years) Status (full-time/part-time)
Please select		Start dates/months
(if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)		Mode
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Face-to-face, campus-basedDistance learningOther
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LLB Law & Criminology3Full-timeN/APlease select Y/NYesPlease select Y/NNoN/A
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Language(s) of study
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English
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Language(s) of assessment
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English
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2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
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2.a. Is the programme recognised or accredited by a PSRB
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Please Select Y/N: Yesif No move to section 3
if Yes complete the following questions
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2.b. Name of PSRB
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Solicitors Regulation Authority (SRA) and Bar Standards Board (BSB)
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2.c. Please provide details of any approval / accreditation event needed, including: timescales, the nature of the event, central support / information required:
Please also specify whether any accreditation arrangement will require renewal during the expected period of study of the cohort of students covered by this document; if such an event will be required, please state what the implications are for students who are already enrolled should accreditation not be renewed.
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Approval for SRA purposes is by way of self-declaration by the Head of Department of the relevant Law School of compliance with the requirements of the qualifying law degree (QLD) as specified in the Joint Statement of the Law Society and the General Council of the Bar on the completion of the Academic Stage of Training, and that the programme has been successfully validated according to the applying institution's internal validation process. A copy of the validation report should also be submitted. This self-declaration will be submitted following UTC final approval. This approval is likely to be provided through to the end of the academic year 2020/21 because of the SRA's proposal to remove the requirement, after that year, for a student to have obtained a QLD as a prerequisite to qualification. For BSB purposes, from 2019/20 the concept of a QLD will no longer be applicable to the qualification process: students will instead be required to obtain a UK degree awarded at level 6 or above by a recognised degree-awarding body and, if a law degree, this must be compliant with the QAA benchmark statement of law and include the seven foundations subjects. The programme will meet these requirements but no approval or accreditation event will be necessary.
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2.d. Does/ will approval or recognition require exceptions to University rules/practices?
Please select Y/N		Yesif Yes, provide details
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For information, rather than an exception. The programme will operate within the normal University rules of compensation and reassessment for the University Award. However, to meet the current requirements of the PSRB, where modules are required Foundation Modules for the purpose of the QLD (see 2.e below), students are advised to take the re-assessment opportunity at risk rather than use University compensation [as permitted by U2.2.3 of the University Guide to Assessment]. This is because the PSRB guidelines [2.11 Appendix 3 and 1.9-1.11 Appendix 4 of the BSB and SRA Academic Stage Handbook v1.4] state that, in relation to QLD Foundation modules, on one occasion only, a student can be compensated, but only if there are exceptional circumstances likely to have impacted on the student's performance; there is evidence of strength across the entire degree programme; and the mark in the subject to be compensated is not less than 35%. With the exception of this prescribed single use, a QLD cannot be obtained where it includes compensation.
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2.e. Any additional information (e.g. student attainment required to achieve accreditation) that are required by the PSRB should be recorded here
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For the purpose of 2.d above, the relevant Foundation Modules for QLD purposes are: Foundations in Law 1; Foundations in Law 2; Foundations in Law 3; Foundations in Law 4; Foundations in Law - Portfolio and Reflection Year 1; Foundations in Law - Portfolio and Reflection Year 2; Crimino-legal student think tank; and the required choice of Case Study option module in Year 3.
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3. Additional Professional or Vocational Standards
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Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
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Please Select Y/N: Noif Yes, provide details
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NA
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4. Programme leadership and programme team
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4.a. Please name the programme leader for the year to which the programme design applies and any key members of staff responsible for designing, maintaining and overseeing the programme.
NB: If the proposal is for a combined programme the name of the Programme Leader (based in the Lead Department) and the Associate Programme Leader(s) from the Partner Department(s) should be provided.
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Programme Leader: Ailbhe O'Loughlin (Law); Associate Programme Leader Sociology: Carol Robinson;
Associate Programme Leader SPSW: Rachel Vipond;
Associate Programme Leader Law: Jackson Allen.
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4.b. How are wider stakeholders such as students/ alumni, professional bodies and employers involved in the design of the programme and in ongoing reflection on its effectiveness?
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Existing and prospective students have provided feedback as to the demand for an LLB in Law & Criminology. Module feedback on existing modules offered within other programmes within collaborating departments will be considered in the programme design process. The programme design will comply with the current requirements of the solicitors' and barristers' professional bodies as to being a qualifying law degree for the purpose of the academic stage of qualification into those professions. Each collaborating department has a range of links with a variety of employers, whose requirements in terms of employability competencies will be considered in the programme design process. The ongoing effectiveness of the programme design will take into account student feedback through standard module and programme evaluation processes, together with student representation on departmental forums, and NSS and TEF evaluations.
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5. Purpose and learning outcomes of the programme
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5.a. Statement of purpose for applicants to the programme
Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
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In a rapidly changing globalised world inequality, injustice and discrimination are rife. York’s Law and Criminology programme enables you to engage with issues of social justice through a distinctive interdisciplinary approach combining law, policy and understandings of the social construction of crime. You will become a problem solver via problem-based learning (PBL) - working collaboratively to analyse real-world problems and identify client interests before individually researching relevant law to assess its impact on clients - and a creative, critical thinker drawing on the expertise of criminologists. Throughout the degree, you will learn about inequalities and discrimination in society and the criminal justice system, and discuss and evaluate how injustices can be challenged. You will also have the opportunity to gain valuable practical experience of the impact of law and criminology on particular sectors of society by working under supervision in our legal advice clinic.

In the final year you will be able to apply your skills to a major group project. In this you will collaborate with individuals within criminal justice institutions on a chosen cutting-edge legal and criminological issue. Together, you will develop a means of effectively communicating the critical aspects of that issue to a wider and more diverse audience.

In addition you will have the ability to select from a range of options to develop areas of interest to further your personal ambitions. As a graduate of the Law and Criminology degree you will be empowered as a skilled written and oral communicator, a coordinator and team-player, as well as gain a range of computing and digital skills. As a Law and Criminology graduate, you will be able to contribute to society as a creative, ethical and robust thinker and problem-solver within a range of roles in the social and criminal justice system, in the wider legal profession (the LLB meets the academic stage training requirements for those wishing to then continue to train as a solicitor or barrister) and beyond. This is a programme for individuals who want to be better able to understand and tackle social injustice, inequality, and bring about positive societal change.
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5.b.Programme Learning Outcomes
Please provide six to eight statements of what a graduate of the programme can be expected to do.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
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PLOOn successful completion of the programme, graduates will be able to:
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1Research, interpret, explain and analyse fundamental principles and theories of English and EU law, and sociologically informed theories of crime and deviance, and the roles, policies and practices of relevant institutions and agencies within the legal and criminal justice systems.
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2Address confidently, creatively and in a structured manner, new and unfamiliar real-world legal, social and crime-related problems by applying problem-solving skills - analysing facts, stakeholder interests and objectives, and identifying relevant legal, social and criminological issues.
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3Develop, evaluate and refine complex and critical arguments on issues of law, crime, social injustice and inequality, drawing upon legal and criminological theories and approaches.
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4Effectively communicate information and well-reasoned arguments on issues of law, crime, social injustice and inequality to a range of audiences, using appropriate oral and written formats, and media and digital technologies.
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5Apply legal, criminological and interpersonal knowledge and skills in engaging with peers, clients, stakeholders, and professionals within the legal and criminal justice system.
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6Analyse and evaluate legal and criminological problems and arguments by drawing upon an awareness of diverse social and cultural perspectives and stakeholder interests.
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7Work efficiently, effectively and creatively, both independently and as part of a team, in a manner which is respectful of diverse views, values and the cultural position of others.
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8Identify and plan future learning requirements by recording, reflecting on and evaluating personal learning and development, towards a range of roles in the social and criminal justice system, and wider legal profession.
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5.c. Programme Learning Outcome for year in industry (where applicable)
For programmes which lead to the title ‘with a Year in Industry’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year in industry b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year in industry by alteration of the standard PLOs. (See also section 10)
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NA
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5.d. Programme Learning Outcome for year abroad programmes (where applicable)
For programmes which lead to the title ‘with a Year Abroad’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year abroad or b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year abroad by alteration of the standard PLOs. (See also section 11)
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NA
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5.e. Explanation of the choice of Programme Learning Outcomes
Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
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i) Why the PLOs are considered ambitious or stretching?
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The PLOs are ambitious and stretching because they:
require both independent and collaborative critical thinking and learning activity; involve students in engaging with challenging debates and research about crime and criminal justice and policy whilst learning to conceptualise and explain the principles of, and interrelationships between core aspects of English and EU Law - with a specific focus on criminal law - and social justice; and apply these principles to real-world problems and issues; involve students engaging with complex problems of society, particularly relating to crime, deviance and justice, and the local, national and international responses to such problems; are developed through varied pedagogies including a problem-based learning curriculum which integrates core aspects of English Law, as compared to traditional LLB programmes where subjects are studied in silos; require students to engage directly with clients or other stakeholders within the criminal justice system; require students to demonstrate that they meet the PLOs through a variety of assessment formats, necessitating high levels of articulacy and adaptability.
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ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
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The outcomes are distinctive because, together they incorporate not only interdisciplinary outcomes, but also require demonstration of a challenging and wider range of knowledge, intellectual, interpersonal, and attitudinal outcomes than would be found on a traditional programme of this type.
They are advantageous in developing interpersonal, communication and problem-solving skills, applicable to a wide range of professions and employments in criminal justice and beyond as well as the legal profession.
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iii) How the programme learning outcomes develop students’ digital literacy and use technology-enhanced learning to achieve the discipline and pedagogic goals which support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classrooms, response 'clickers' in lectures, simulations, etc).
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The PLOs require students to apply core ICT tools in their individual and student activities: word-processing; e-mail; group documents; group sites; presentation software; and social media. They will also use the wide functionality of the VLE, including lecture capture, wikis and library searches, in addition to core content and reading lists. In addition, students make extensive use of digital sources - both databases and e-texts - in carrying out legal and criminological research rooted in data. In doing so, they develop transferable skills in terms of developing and implementing digital search strategies, with the emphasis on being efficient and effective, and discriminating as to both quality and reliability of sources, and how retrieved information should and may be processed and then used. Students also benefit from participation in Student Law Firms who are also able to exercise autonomy over how they make use of digital tools to organise themselves and their learning outside formal learning activities: for example, through the use of Google functionality or their own choice of social media.
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iv) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)?
The programme's employability objectives should be informed by the University's Employability Strategy:
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http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
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Taken as a whole, the PLOs support and enhance student employability in a variety of careers pathways in criminal justice professions and other vocations but most explicitly in the context of legal services - being aligned to the SRA’s solicitors’ competences. By situating knowledge in broader contexts (social, economic, etc) and focusing on real-world problems in PBL and criminology modules combined with the capstone clinical module, there is an emphasis on transferable intellectual and practical skills. Specific transferable skills include: fact analysis; identifying parties’ interests; mind-mapping; identifying knowledge requirements for problem-solving; and research skills. In addition, students will be able to read, interpret and critically evaluate complex material, then developing and communicating individual responses to such material. They will also develop communication, and independent and team-based working skills, including planning and time-management, all transferable to employment in many contexts. Reflection features across the programme and will assist students to identify required competences for intended employments.
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v) Consultation with Careers
The programme proposal should be discussed with Careers. Please contact your Faculty Employability Manager.
Please provide details of Careers' comments and your response.
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This is an exciting new programme which opens up new opportunities to cross fertilise the different approaches to skills development in each of the partner departments. Key to enhancing the student experience is to ensure that the students have a consistent teaching and learning experience and are supported to understand and reflect on the personal and professional skills they have obtained throughout the programme. Bringing together three approaches to teaching and learning might open up new opportunities to develop PBL practice across the disciplines and with this might come new possibilities for real-world case studies / application of different aspects of criminology. Careers and Placements work with over 200 employers every year and update a database of over 500 community based organisations in York alone, there might be opportunities to develop new employer links and new ways of working in both teaching and research. Lastly, it's great to see that for students looking to pursue a career in the legal sector, or more specifically, within the criminal justice system, a qualifying law degree keeps doors open for solicitor and barrister routes.
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vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
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Relevant students will be identified through: 1. Admissions process and tarriff scrutiny; 2. Monitoring by PBL and academic tutors; 3. Personal Advisor relationships; 4. formative assessment; 5. strong networks of formal and informal peer support. The programme will require writing and referencing styles for individual disciplines: this will be highlighted to all students in bespoke assessment plenaries, and in written assessment guidance, and exemplars provided. Students needing additional support will have access to 1. personalised and individual development and feedback activity integrated into individual modules; 2. support from Personal Advisors, tutors and Module Teams; 3. University skills support. The programme design also supports progressive development of academic and transferable skills from its outset, including specialist library inductions; introductory PBL and research sessions; clinical skills development sessions. Students will also be informed in assessment plenaries and programme guidance as to the specific compensation rules that will apply for the SRA requirements. The Law School has experience in communicating and managing the impact of these rules.
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vii) How is teaching informed and led by research in the department/ centre/ University?
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Staff teach students in every year on topics directly aligned to or connected with their research expertise. The demonstrable links between teaching and research have been a long-standing strength of programmes within each of the collaborating departments, and these will be a feature of this programme, which will reflect a strong culture of inter- and multi-disciplinary legal and criminological research.
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5.f. Stage-level progression
Please complete the table below, to summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of each year. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules.

Note: it is not expected that a position statement is written for each PLO, but this can be done if preferred (please add information in the 'individual statement' boxes). For a statement that applies across all PLOs in the stage fill in the 'Global statement' box.
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Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
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On progression from the first year (Stage 0), students will be able to:
N/A
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PLO 1PLO 2PLO 3PLO 5PLO 6PLO 7PLO 8
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N/AN/AN/AN/AN/AN/AN/AN/A
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Stage 1
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On progression from the first year (Stage 1), students will be able to:
N/A
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PLO 1PLO 2PLO 3PLO 5PLO 6PLO 7PLO 8
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Research, interpret, explain and analyse, at a basic level, fundamental principles and theories of English and EU law, and criminology, and the roles, policies and practices of relevant institutions and agencies within the legal and criminal justice systemsApply basic problem-solving skills - analysing facts, stakeholder interests and objectives, and identifying legal and criminological issues - to deal in a structured manner with new and unfamiliar real-world legal, social and crime-related problemsUnderstand complex and critical arguments on issues of law, crime and devianceApply legal, criminological and interpersonal knowledge and skills in engaging with peers and tutorsDraw upon a developing awareness of social and cultural perspectives and stakeholder interests when evaluating arguments and analysing problemsWork effectively both independently and as part of a team, in a manner which is respectful of diverse views, values and the cultural position of othersRecord, reflect on and evaluate some initial individual strengths, weaknesses and progress in personal learning, to then be able to identify and set future learning requirements
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Stage 2
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On progression from the second year (Stage 2), students will be able to:N/A
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PLO 1PLO 2PLO 3PLO 5PLO 6PLO 7PLO 8
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Research, interpret, explain and analyse fundamental principles and theories of English and EU law, and criminology, and the roles, policies and practices of relevant institutions and agencies within the legal and criminal justice systemsApply problem-solving skills - analysing facts, stakeholder interests and objectives, and identifying legal and criminological issues - to deal confidently and in a structured manner with new and unfamiliar real-world legal, social and crime-related problemsUnderstand, analyse and evaluate complex and critical arguments on issues of law, crime and devianceApply legal, criminological and interpersonal knowledge and skills in confidently engaging with peers and tutorsDraw upon an awareness of social and cultural perspectives and stakeholder interests when evaluating arguments and analysing problemsWork efficiently and effectively, both independently and as part of a team, in a manner which is respectful of diverse views, values and the cultural position of othersRecord, reflect on and evaluate more accurately individual strengths, weaknesses and progress in personal learning, to then be able to identify and set future learning requirements
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Stage 3
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(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:N/A
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PLO 1PLO 2PLO 3PLO 5PLO 6PLO 7PLO 8
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N/AN/AN/AN/AN/AN/AN/AN/A
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5.g. Other features of the programme