LAW 3510 - Clinical Legal Education

North Terrace Campus - Summer - 2019

The course is designed to demonstrate the operation of theoretical and doctrinal law in a legal environment. Students are placed for one day per week* in a legal office, supervised by a legal practitioner, and participate actively in all aspects of the work at the office, including client interviewing, community education, and case work. The Law School also offers placements at legal advice clinics run by Adelaide Law School at the Adelaide Magistrates Court, and at the Adelaide Legal Outreach Service. The concurrent seminar program builds on students' experiences on placement, examining issues such as lawyer/client relationships, legal ethics, professionals and professions, justice access, and the role of our legal system in society. * When offered over summer course entails 2 days of placement each week for 6 weeks between January and end of February.

  • General Course Information
    Course Details
    Course Code LAW 3510
    Course Clinical Legal Education
    Coordinating Unit Adelaide Law School
    Term Summer
    Level Undergraduate Law (LLB)
    Location/s North Terrace Campus
    Units 3
    Contact Up to 18 hours a week attendance in Summer, and up to 10 hours per week in semester 1 and semester 2
    Available for Study Abroad and Exchange N
    Prerequisites LAW 2504
    Incompatible LAW 3080
    Assumed Knowledge LAW 3501
    Restrictions Available to LLB students only. Course participation will be by way of selection.
    Course Description The course is designed to demonstrate the operation of theoretical and doctrinal law in a legal environment. Students are placed for one day per week* in a legal office, supervised by a legal practitioner, and participate actively in all aspects of the work at the office, including client interviewing, community education, and case work. The Law School also offers placements at legal advice clinics run by Adelaide Law School at the Adelaide Magistrates Court, and at the Adelaide Legal Outreach Service. The concurrent seminar program builds on students' experiences on placement, examining issues such as lawyer/client relationships, legal ethics, professionals and professions, justice access, and the role of our legal system in society. * When offered over summer course entails 2 days of placement each week for 6 weeks between January and end of February.
    Course Staff

    Course Coordinator: Margaret Castles

    Margaret Castles (Course Coordinator) Manager of ALOS, MCLAS, EOCLAS and externship program
    Skye Schunke (Equal Opportunity Commission Legal Advice Service Supervisor)
    Patrick Wille (Magistrates Court Legal Advice Service Supervisor)
    Ross Savvas (Adelaide Legal Outreach Service Supervisor)

    Beth Nosworthy Director of EVAC
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    Training Day 11 January 10.00 - 5.00
    Seminars TUESDAY 5- 7 pm 15, 22, 29 January and 5, 12, 19 February
    Placement 2 days per week weeks 14 January - 23 February
    Some students may be required to attend agency induction in week prior to semester commencing, by prior arrangement.
  • Learning Outcomes
    Course Learning Outcomes
    This course offers a limited number of students the opportunity to participate in legal practice whilst completing a three point elective subject. Students are placed at one of two legal advice services operated by the Law School, or at other community focussed legal service agencies, for one day a week for 12 weeks in Semester 1 and 2, or for two days per week over 6 weeks in Summer semester, as well as participating in an academically focussed seminar program. This course will equip later year law students with a critical appreciation the operation of law in a practical setting, the day to day and long term impact of law on the community, justice access, dimensions of community lawyering as a social and professional phenomenon, and the ethical and professional dimensions of legal practice.

    On successful completion of this course, students will be able to:

    1. Actively apply theoretical legal principles to client legal casework
    2. Evaluate and explain their experience of the role of the lawyer and the legal profession in the provision of a just and accessible legal system
    3. Demonstrate  legal practice skills in dealing with clients in legal practice, including the capacity to analyse and apply different theoretical models of client centered practice
    4. Exercise forensic judgment and make informed and considered decisions in a legal practice environment
    5. Work effectively and reliably in a professional environment, both individually and as a member of a team
    6. Demonstrate reflexive learning practices in the form of written, verbal, video, or other apropviate performance based communication as approvide by course coordinator.

    Communication Skills: The continuing development of good inter-personal and communication skills is widely recognised as important for all graduates. This course specifically seeks to develop students’ abilities to engage in a wide range of written and oral communication activities, in the day to day clinical work on placement, and involvement in interactive seminar program. Assessment is also based in part upon communication skills in a range of different contexts.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1,5,
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    2,4,6
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    5
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    4
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    3
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    2,4,6
  • Learning Resources
    Required Resources
    All materials required for this course will be provided via MYUNI either in the form of allocated readings, seminar guides, training materials, and references to resources available online.
    Recommended Resources


    South Australian Solicitors Conduct Rules 2012
    Online Learning
    Most course materials will be provided via MYUNI.

    If students are directed to participate in any online discussion forums as a result of absence from any class OR in substitute for seminars missed due to public holidays, participation in such forum will be compulsory.

    Additional information and links to sites of interest or current interest will be accessed via MyUni links.

    Students are required to check MyUni regularly (at least weekly) to keep up to date with online activities.

    Online discussion forums and Facebook/blog activities may be introduced from time to time as advised to students during the semester.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Teaching in this subject is by way of one 7 hour training day, 6x2 hour weekly seminars, and two days per week on placement.

    MYUNI, Facebook, or blogs may be used as a basis for online discussion and posting links.

    Students in this course are required to attend and participate in the Training Day, and a minimum of 5 out of 6 face to face seminars as a prerequisite to passing the subject, and must participate in any online discussion forum set up as an alternative to classes missed due to absence of individual students or public holidays.

    Seminars are an important component of learning in this course. The communication skills developed in tutorials by regularly and actively participating in discussions are considered to be most important by the School and are highly regarded by employers and professional bodies.

    The modeling of cogent reporting, the open minded discussion of ideas and values, and the evaluative discussion of experience and practice by reference to principles set out in course materials are essential components in achieving the goals of the course (outlined above).

    Participation in seminars requires demonstrated familiarity with reading materials, preparation of tasks or preparation allocated before seminars, engagement in discussion or activities in seminars. Students are not able to demonstrate the above will be considered not to have "participated" in seminars to a satisfactory level. 

    Students who fail to attend the Training Day without approval and completion of agreed substituted learning activities will not be permitted to attend placement or continue with the course.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The University expects full-time students to devote a total of 48 hours per week to their studies.

    In this course students must attend a one day training/induction session preparatory to commencing their legal placement, 5 out of 6 x 2 hour seminars, and two days of placement (9 am - 5 pm) per week for 6 weeks. 

    Students may be required to attend additional induction sessions (usually by negotiation in the week prior to the placement commencing). 

    In addition students will be expected to complete assessment (journal, writing exercise, major project) outside placement/seminar hours.
    Learning Activities Summary
    The topics covered will include: 
    • The concept of professionalism and models of lawyering 
    • Client centered legal practice (theory and practice)
    • Client Interviewing
    • Legal Writing
    • Evaluation of Different Models for dealing with clients 
    • Reflective learning techniques and self reflective practices  
    • Legal ethics  
    • Justice access  
    • Law reform
    • Self care and care of others in the legal profession
    One of the primary methodologies adopted in this course is the sharing of experience and insight obtained by students on placement in seminars. Students attend placement for one or two days per week, and then attend classes where one objective is the discussion, evaluation and critique of experiences they have had and observations they have made. The participation of students in a structured way in seminars is a critical aspect of the teaching methodology. In seminars students are also expected to demonstrate the capacity to relate what they are experiencing on placement to the theoretical issues that are dealt with in the materials. Small class size and a student led approach to discussion results in students having ample opportunity to participate in this way. Student articulation of observation and experience in turn provides the basis for evaluation by the class of issues, problems, and concepts experienced in practice with reference to legal theory. Class participation plays  a central role in the presentation of seminars, and students have a responsible and significant role.

    In order to recognise gender, cultural, and learning preferences in the class context, the following strategies are used in seminars:
    • small group collaborative work on specified short exercises for reporting to larger group (groups of 2 – 6),
    • large group discussion,
    • allocated questions, 
    • role plays,
    • invitations to speak on issues arising on placement,
    • small group discussion,
    • quizzes, hypotheticals,  and problem solving exercises
    Specific Course Requirements
    Students must attend on placement and demonstrate capacity to engage in placement activities including interviewing clients, written work, and case management, with the support and direction of a placement supervisor. Students must receive at least 50% (Pass) for the placement component of the course to pass the course.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Redeemable (Yes/No) Due Weighting Learning Outcome
    Professional Journal Indiv
    3 x student blogs (post blog and answer other blogs) 5% each
    2 x reflective journal entries 10% each
    No Each Week througout the semester. Dates will be provided at Training Day 35% 1-6
    Class Participation Indiv By makeup work for missed seminar only with agreement of course coordinator P/F 1,2,4
    Project and explanatory methodology Group/Individual Project and written project plan/methodology Early in March 2019.Due date to be advised in Week 1 of Summer Semester via MyUni 35% 1,3,5
    Performance on placement Indiv 30% (assessment by supervisor) 1-6
    IMPORTANT NOTE: Students wishing to graduate in April/May 2019 will be required to submit assessable work earlier than other students in order to meet graduation sign off deadlines. Graduating students will be advised in Week 1 of Summer Semester when their assessment is due.
    Assessment Related Requirements
    Detailed information about 
    • Content of Assessment
    • Grade Descriptors and Grading evaluation
    • Marking rubrics
    will be provided on MYUNI
    Assessment Detail
    Details of assessment activities including expectations for individual assessment items and marking criteria will be provided on MyUni.

    Professional Journal:
    The journal/discussion forums engage students in deep reflective learning.  To ensure that students are supported in journalling, they are given guiding materials and time is allocated to journalling in class. The journal/discussion forum assessment comprises:

    a)  participation in 3 online blogs , both initiating discussion and responding to one other students posts (minimum of 3 entries per forum, 6 in total). The discussion forums will occur in Weeks 2, 3 and 4 of Semester. Word count is flexible but 500 words for each post and reply is recommended. 

    b)  submission of 2 personal reflective journal exercises for which guidance as to content will be provided. These reflective journal exercises will be due in weeks 6 and 7 (o week), with dates to be agreed with students. Students will submit these two reflective exercises and receive feedack from the course coordinator. Students may then submit further comments prior to grading of their reflective writing. Word count is flexible but 800 words for initial and response journals is recommended.  

    Project and explanatory methodology:
    Students have the option of working in groups for the Project. Grades may be differentially awarded if different levels of contribution and participation are evident.  Methodology submitted as part of the project assignment is required and indicates the nature participation of each student in any group project work. Both project and methodology are graded, with approximate equal weighting to the process and the outcome. Anticipated due date 12 March (but will be earlier for graduating students). 



    Performance on Placement (assesment by supervisor)

    Class Participation (Pass/Fail):
    Students in this course are required to attend and participate in the Training Day, and a minimum of 5 out of 6 face to face seminars as a prerequisite to passing the subject. Seminars are an important component of learning in this course. The communication skills developed in tutorials by regularly and actively participating in discussions are considered to be most important by the School and are highly regarded by employers and professional bodies.  Participation in seminars requires demonstrated familiarity with reading materials, preparation of tasks or preparation allocated before seminars, engagement in discussion or activities in seminars. Students are not able to demonstrate the above will be considered not to have "participated" in seminars to a satisfactory level. Students who
    fail to attend the Training Day without approval and completion of agreed substituted learning activities will not be permitted to attend placement or continue with the course.




    Submission
    Submission of Blogs and Journals are all online through the Discussion function on canvas. Blog entries are NOT private and can be seen by the entire class. Journal entries can ONLY be seen by the marker. 

    Submission of Project and Methodolgy may be in hard copy (with electronic back up copies to be provided if requested) or by TURNITIN depending upon the nature and focus of the project


    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Grade descriptors will be provided on MYUNI and in the Course Guide (part of materials provided for students) for each piece of assessment.

    Courses for which a result of conceded pass has been obtained may not be presented towards the degree requirements for the Bachelor of Laws or the Honours Degree of Bachelor of Laws programs, or any postgraduate law program, nor to satisfy prerequisite requirements within any law course.

    Final results for this course will be made available through Access Adelaide.

    Finality of Assessment Grades

    Students are advised that Course Coordinators will not enter into negotiations of any kind with any student regarding changes to their grades. It is irrelevant, in any given circumstance, that only a minimal number of additional marks are required to inflate a student’s grade for any individual assessment item or course as a whole. Pursuant to the University’s Assessment for Coursework Programs Policyand the Adelaide Law School Assessment Policies and Procedures, grades may only be varied through the appropriate channels for academic review (such as an official re-mark).

    Moderation
    In accordance with the University’s Assessment for Coursework Programs Policy, course coordinators ‘ensure that appropriate marking guidelines and cross-marking moderation processes across markers are in place’ in each course. Procedures adopted by Adelaide Law School to ensure consistency of marking in courses with multiple markers include:
    • assurance of the qualifications of markers, and their knowledge of the content covered in each course;
    • detailed marking guidelines and assessment rubrics to assist in the marking of items of assessment;
    • sharing of example marked assessments at various grade bands across markers;
    • reviewing of selected marked assessments from each marker by the course coordinator;
    • comparison of the marks and their distribution across markers;
    • automatic double-marking of all interim assessment receiving a fail grade, and of final assessments where a student’s overall result is a fail grade;
    • the availability of re-marking of assessments in accordance with Adelaide Law School’s Assessment Policies and Procedures.

    Approval of Results by Board of Examiners
    Students are reminded that all assessment results are subject to approval (and possible moderation/change) by the Law School’s Board of Examiners. Assessment results at the University are not scaled. Under the Assessment for Coursework Programs Policy, students are assessed ‘by reference to their performance against pre-determined criteria and standards … and not by ranking against the performance of the student cohort in the course’. However, under that same policy, the Board of Examiners (as the relevant Assessment Review Committee for courses at Adelaide Law School) is required to ‘ensure comparability of standards and consistency’ in assessment. On occasions, the Board of Examiners will form the view that some moderation is required to ensure the comparability of standards and consistency across courses and years, and accordingly provide fairness to all law students. All assessment results are therefore subject to approval (and possible change) until confirmed by the Board of Examiners and posted on Access Adelaide at the end of each semester.
  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

    This course has a small enrolment of under 30 students each semester. Since  the introduction of e selts the number of responses to SELTS in this subject is small, often falling below the requisite benchmark for provision of a report to the Course Coordinator. 

    This means that SELTS for this subject are not processed or provided to the Course Coordinator, or tutors, so no feedback from students is available. 

    There are 3 tutors in this subject, who each tutor between 6 and 12 students. Because no report of SELTS is provided where responses are less than 6, no SELT feedback is ever available to Course Coordinators and tutors in this subject. 

    This means that anonymous evaluative feedback has not been available in this subject for some years, depriving the Course Coordinator and tutors of meaningful feedback.
  • Student Support
    The University Writing Centre provides academic learning and language development services and resources for local, international, undergraduate and postgraduate coursework students enrolled at the University of Adelaide.

    The centre offers practical advice and strategies for students to master reading, writing, note-taking, time management, oral presentation skills, referencing techniques and exam preparation for success at university through seminars, workshops and individual consultations.

    Lex Salus Program
    Lex Salus (law and wellbeing) is an initiative of the Adelaide Law School aimed at destigmatising mental health issues; promoting physical, mental and emotional wellness; building a strong community of staff and students; and celebrating diversity within the school. It also seeks to promote wellness within the legal profession, through the involvement of the Chief Justice of the Supreme Court of South Australia, the Honourable Chris Kourakis, as the official Patron of the program.

    Students can participate in the Lex Salus program by attending barbecue lunches, pancake breakfasts, knitting and crochet circles, seminars, guest speakers, conferences and other activities. Our Facebook page, website and regular all-student emails promote upcoming events, and have tips and information on wellness.

    Our Lex Salus YouTube channel also includes videos on topics like managing stress, and interviews with LGBTQ lawyers and their supporters which celebrate diversity and individuality. Students who commit to 10 hours of volunteering with Lex Salus in one year can have their service recognised on their academic transcript and through a thank you morning tea with the Chief Justice and law school staff.

    Student Life Counselling Support
    The University’s Student Life Counselling Support service provides free and confidential service to all enrolled students. We encourage you to contact the Student Life Counselling Support service on 8313 5663 to make an appointment to deal with any issues that may be affecting your study and life.
  • Policies & Guidelines

    This section contains links to relevant assessment-related policies and guidelines - all university policies.

    Academic Honesty
    Academic dishonesty is a serious act of academic misconduct. All students must be familiar with the University’s Academic Honesty Policy.

    Academic dishonesty is a serious matter and is treated as such by the Law School and the University. Academic dishonesty (which goes beyond plagiarism) can be a ground for a refusal by the Supreme Court of South Australia to admit a person to practice as a legal practitioner in South Australia.

    Academic honesty is an essential aspect of ethical and honest behaviour, which is central to the practice of the law and an understanding of what it is to be a lawyer.
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.