GLF Schools

GLF Schools

GLF Schools was founded in 2012 in order to enable the federation of Glyn School (an academy in 2011) and Danetree Junior School. Together, we began our journey to become a MAT of more than 1000 talented staff working with over 10,000 children in 40 schools across 5 regions in southern England.

We look to enhance students' understanding of our English Legal System. We hope to encourage students to challenge the effectiveness of the law and punishment, and consider the impact that this has on wider society.

Head of Law Miss E Clare E.Clare@glynschool.org

 

Year 12 Sequence of lessons

Curriculum Intent

We look to enhance students' understanding of our English Legal System. We hope to encourage students to challenge the effectiveness of the law and punishment, and consider the impact that this has on wider society.

Subject

Half Term 1 

Half Term 2 

Half Term 3 

Half Term 4 

Half Term 5

Half Term 6

Law

-Nature of Law and the English Legal System: Parliamentary Law making, Legal personnel (civil and criminal), court structure and hierarchy

-Introduction to Criminal Liability: actus reus and causation with application to scenarios

-Introduction to Tort Liability: duty of care with application to scenarios

-Nature of Law and the English Legal System: Delegated Legislation, Statutory interpretation

-Introduction to Criminal Liability: mens rea with application to practice scenarios

-Introduction to Tort Liability: breach of duty in negligence with application to scenarios

-Nature of Law and the English Legal System:

Judicial precedent, the role of the judiciary and legal personnel (barristers and solicitors)

-Introduction to Criminal Liability: 

Assault - actus reus, causation and mens rea specific to the offence with application

-Introduction to Tort Liability: causation in negligence with application to scenarios

-Nature of Law and the English Legal System:

Judicial precedent and EU law

-Introduction to Criminal Liability: 

Battery- actus reus, causation and mens rea specific to the offence with application

Actual Bodily Harm - actus reus, causation and mens rea specific to the offence with application

Tort Liability:

Occupiers Liability 1957

-Nature of Law and the English Legal System:

The role of the judiciary and legal personnel (barristers and solicitors)

-Introduction to Criminal Liability: 

GBH s.20actus reus, causation and mens rea specific to the offence with application

GBH s.18 - actus reus, causation and mens rea specific to the offence with application

Tort Liability:

Occupiers Liability 1984

-Nature of Law and the English Legal System:

Access to Justice and legal funding

-Introduction to Criminal Liability: 

Murder - actus reus, causation and mens rea specific to the offence with application

Tort Liability:

Psychiatric Injury

Why we sequence the scheme of work this way

All students start law with no previous knowledge of the subject. Therefore, we start with the foundation of the legal system and how law is made to establish a basic and general understanding of the legal system.

 

Liability is then taught as an introduction, again introducing the meaning and purpose of complex concepts. This is a factual aspect of the course, introducing concepts that will be used in later topics for application and evaluation.

Liability is then taught as an introduction, again introducing the meaning and purpose of complex concepts. This is a factual aspect of the course, introducing concepts that will be used in later topics for application and evaluation.

Liability is then taught as an introduction, again introducing the meaning and purpose of complex concepts. This is a factual aspect of the course, introducing concepts that will be used in later topics for application and evaluation.

Here, the content becomes more advanced and students should have developed their evaluative and analytical skills enough to access this material. 

 

This also makes teaching more effective as the students can be stretched as they understand more complex legal concepts and terminology.

 

The offences are taught in a way that they get progressively more difficult to understand and apply.

Here, the content becomes more advanced and students should have developed their evaluative and analytical skills enough to access this material. 

 

This also makes teaching more effective as the students can be stretched as they understand more complex legal concepts and terminology.

 

The offences are taught in a way that they get progressively more difficult to understand and apply.

Here, the content becomes more advanced and students should have developed their evaluative and analytical skills enough to access this material. 

 

This also makes teaching more effective as the students can be stretched as they understand more complex legal concepts and terminology.

 

The offences are taught in a way that they get progressively more difficult to understand and apply.

Year 13 sequence of lessons

Subject

Half Term 1 

Half Term 2 

Half Term 3 

Half Term 4 

Half Term 5

 

Criminal Liability:

Homicide - voluntary manslaughter (loss of control and diminished responsibility)

Criminal Liability:

Homicide - involuntary manslaughter

Tort liability:

Negligent misstatement and nuisance

Tort liability:

Vicarious Liability, Liability under Rylands and Fletcher, defences

Contract Law:

Contract terms: specific terms implied by statute law in relation to consumer contracts

Contract terms: exclusion clauses

Why we sequence the scheme of work this way

Here, the content becomes more advanced and students should have developed their evaluative and analytical skills enough to access this material. 

 

This also makes teaching more effective as the students can be stretched as they understand more complex legal concepts and terminology.

 

The offences are taught in a way that they get progressively more difficult to understand and apply.

 

Independent learning is more effective and students are in a solid routine of using their own methods to consolidate knowledge and understand difficult concepts.

Here, the content becomes more advanced and students should have developed their evaluative and analytical skills enough to access this material. 

 

This also makes teaching more effective as the students can be stretched as they understand more complex legal concepts and terminology.

 

The offences are taught in a way that they get progressively more difficult to understand and apply.

 

Independent learning is more effective and students are in a solid routine of using their own methods to consolidate knowledge and understand difficult concepts.

Here, the content becomes more advanced and students should have developed their evaluative and analytical skills enough to access this material. 

 

This also makes teaching more effective as the students can be stretched as they understand more complex legal concepts and terminology.

 

The offences are taught in a way that they get progressively more difficult to understand and apply.

 

Independent learning is more effective and students are in a solid routine of using their own methods to consolidate knowledge and understand difficult concepts.

Here, the content becomes more advanced and students should have developed their evaluative and analytical skills enough to access this material. 

 

This also makes teaching more effective as the students can be stretched as they understand more complex legal concepts and terminology.

 

The offences are taught in a way that they get progressively more difficult to understand and apply.

 

Independent learning is more effective and students are in a solid routine of using their own methods to consolidate knowledge and understand difficult concepts.

Finally, contract law is taught as this is the most difficult area of law that the students will study. 

 

By this time, they have tackled some tricky areas of the law and can now use the skills they have developed so far to access the law on Contract.

 

By this stage, students have also developed skills that assist their independent learning and this can be used to heighten students' understanding of difficult concepts by applying to current examples.