Describe and explain the rules of statutory interpretation which the courts have developed over the years to help them interpret legislation that comes before them.

You must include all of the following in your portfolio:

1.        In BBC Radio 4’s radio programme, “Law in Action”, and specifically the episode “Sorting out Extradition and Prisoner Voting” broadcast on 6th and 8th November 2012, prisoner voting is discussed.  Do prisoners in the UK have the right to vote?  Support your answer with reference to the law (500 words);
2.        Read the judgment handed-down by Mr. Justice Griffith Williams in the case of Smith v Finch [2009] EWHC 54.  Was Finch liable for the injuries sustained by Smith? Was an award of “contributory negligence” made against Smith? Explain and support your answers to both of these questions with reference to the facts, legal argument and reasoning of the court in this case (500 words);
3.        According to s8 of the Accessories and Abettors Act 1861: “whosoever shall          aid, abet, counsel or procure the commission of any indictable offence…shall be liable to be tried, indicted and punished as a principal offender.”  With    reference to the facts of a decided case explain what is meant by the terms           “aid”, “abet”, “counsel” and “procure” (500 words)
 

Describe and explain the rules of statutory interpretation which the courts have developed over the years to help them interpret legislation that comes before them.  You must illustrate your answer with reference to decided cases

12. General Assessment Criteria Level FE3/HE0 (2015/2016)
 
Relevance
Knowledge
Argument/Analysis
Structure
Presentation
Written English
Research/Referencing
Class I

(Exceptional

Quality)
80%+
As for Class 1(70-79%) but exceptional work
 
70-79%
Directly relevant to title.
Attempts to address some of the implications of the issues in the title.
Demonstrates a sound knowledge/understanding of theory and practice for this level, with some attempt at analysis of key issues and themes.
Makes effective use of appropriate arguments. Contains some distinctive or independent thinking.
A comprehensive discussion of the material resulting in clear, logical conclusions.
Excellent attempt at articulation and logical structure, creating a generally sound level of overall coherence and progression.
An acceptable format is used.
The presentational style & layout is correct for the type of assignment and demonstrates clear attention to detail.
Inclusion of figures and tables where appropriate.
A very well written

answer with standard spelling and grammar.

Style is clear and register is academic.
A wide range of sources drawn upon.
Most sources accurately cited in the text and in the reference list.  .
Class II/i

(Very Good Quality)
60-69%
Generally addresses the title and covers nearly all key issues in sufficiently meaningful detail.
Demonstrates an adequate knowledge/understanding of theory and practice for this level, with some attempt at analysis of key issues and themes.
Uses appropriate arguments. Clear and valid discussion of the material. Clear, logical conclusions.
Good attempt at articulation and logical structure, creating a basic level of overall coherence and progression.
An acceptable format is used.
The presentational style & layout is correct for the type of assignment.
Inclusion of figures and tables where appropriate.
Well written with

standard spelling and grammar. Style is clear and register generally academic.
A range of sources drawn upon.
Most sources accurately cited in the text and in the reference list.
Class II/ii

(Good Quality)

50-59%
Generally addresses the title, but sometimes addresses irrelevant issues.
Demonstrates basic knowledge/understanding of theory and practice for this level.
Provides a partly coherent argument, but lacking clear focus and consistency in places. Some issues lack clarity, or expressed in simplistic terms.
Conclusions are fairly clear and logical.
Adequate attempt at articulation and logical structure, although there are some gaps in overall coherence and progression.
An acceptable format is used.
The presentational style & layout is largely correct for the type of assignment but some features may be inappropriately presented.
Inclusion of figures and tables but lacks selectivity.
Competently written with minor lapses in spelling and grammar. Style is readable and a clear attempt has been made to use academic register.
Relevant sources cited. Some weaknesses in referencing technique.
Class III

(Satisfactory Quality)
40-49%
Some degree of irrelevance to the title. Superficial consideration of the issues.
Demonstrates limited knowledge/understanding of theory and practice for this level.
A basic argument is evident but lacks clarity and coherence.

Issues are only vaguely stated.

Conclusions are not always clear or logical.
Some attempt at articulation and logical structure, although there are significant gaps in overall coherence progression.
An acceptable format is used.
The presentational style & layout is largely correct for the type of assignment but some features may absent.
Inappropriate use of figures and tables or not used where clearly needed to aid understanding.
Generally competent writing although intermittent lapses in grammar and spelling pose obstacles for the reader.
Register needs to be more academic in places.
A lack of academic sources and errors referencing technique.
Borderline
Fail
 
35-39%
Some significant degree of irrelevance to the title is common. Only the most obvious issues are addressed at a superficial level and in unchallenging terms. 
Demonstrates weaknesses in knowledge of theory and practice for this level. Evidence of understanding of key issues is lacking.
Limited argument, which lacks clarity in places. Conclusions are neither clear nor logical.
Poorly structured. Lack of articulation.
Format deficient.
For the type of assignment the presentational style &/or layout is lacking.
Figures and tables ignored in text or not used where clearly needed.
Deficiencies in spelling and grammar make reading difficult.
Style impairs clarity.
Register needs to be more academic.
Limited sources and poor referencing
Fail
 
<34%
Relevance to the title is intermittent or missing. The topic is reduced to its vaguest and least challenging terms. 
Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of understanding.
No attempt at argument or analysis.
Conclusions are sparse.
Unstructured.
Lack of articulation. Format deficient.
For the type of assignment the presentational style &/or layout is lacking.
Figures and tables ignored in text or not used where clearly

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