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To every subject of this land, however, powerful, I would use Thomas Fuller’s words over three hundred years ago, “Be you never so high, the Law is above you.

Lord Denning

The aims of the Law curriculum are:

  • To have uncompromising aspirations for every individual and for our school to be an exceptional and inspirational community of lifelong learners.
  • To ensure all students have the knowledge to critically engage with the legal system and its impact on society.
  • To provide students with an increased understanding of the practical application of the Law and a heightened curiosity about the role of the Law in regulating the behaviour of individuals, groups and communities in societies.

Key Concepts

Harm: the concept of harm, its definitions and application in different areas of the law underpin the substantive law content. Harm is looked at in Tort – in each of the different Torts (Negligence, Vicarious Liability, Nuisance and Negligence), in Contract (breach of contract) and Criminal Law (all the crimes covered in the syllabus). The role of Parliament and the Judiciary in developing the concept of harm is also considered in Jurisprudence, Law-Making and the English Legal System.

Fault: the concept of fault is considered throughout the course. Students need to appreciate the concept of fault in civil law (Tort – breach of a duty of care, private nuisance, vicarious liability, Contract – breach of contract) and Criminal Law (the mens rea elements of the crimes and strict liability). The role of the Judiciary in developing the concept of fault is also considered in the English Legal System and Law Making. The philosophical discussions as to the approach to fault in Criminal and Civil Law are considered in Jurisprudence.

Causation: the concept of causation in Law is considered across the substantive law content. In Criminal Law, students examine the rules of causation for conduct/consequence crimes (factual causation and legal causation). In Civil Law, students examine the rules of causation in Tort (legal causation, factual causation and remoteness of damage) and Contract (legal causation, factual causation, expectation loss, reliance loss and remoteness of damage). Students consider the development of the rules of causation and the philosophical/ethical underpinnings for the extension of the rules on causation in Jurisprudence.

The Common Law: understanding the characteristics and development of the English Common Law is a key tenet that underpins the syllabus. The features of the common law system in England and Wales are distinct and students consider how and why these features have led to the development of the Criminal Law, Tort Law and Contract Law. Students also examine features of the common law system in the English Legal system (the Courts, juries and legal personnel) and Law Making (precedent). In Jurisprudence, the development of the common law is considered in respect to questions of morality and justice.

Justice: the question of justice and whether the English legal system provides justice is a key question that is considered throughout the course. In Jurisprudence, students engage in philosophical debates about the nature of justice and the different perspectives on what constitutes justice. These debates are reinforced with the use of examples from the substantive law content (Criminal Law, Civil Law, Tort Law). In the evaluations of substantive law topics, the issue of whether these aspects of the Civil/Criminal Law are just is also considered (for example, the Law on self-defence/consent or the balance between the rights and responsibilities in Occupiers’ Liability)

The Rule of Law: this concept also underpins the syllabus. Students learn in the Law Making, Legal System and Jurisprudence units about the importance of the rule of law and its operation to the English Legal system. In the Law Making content, the rule of law is considered in respect of the wider issue of sovereignty and democracy. In Criminal Law, students consider why most crimes are defined by Acts of Parliament, rather than by judicial invention and how this approach differs from the Civil Law. In Jurisprudence, students consider the importance of the rule of law to questions of justice.

Key Skills

  1. Demonstrate knowledge and understanding of legal principles and processes (AO1)
  2. Apply knowledge and understanding of legal rules, principles and processes to problem-questions (AO2)
  3. Evaluate legal theories, principles and processes in order to construct arguments, make judgements and draw conclusions (A03)

What is taught?

Curriculum Map Law

Academic Literacy in Law

Students are provided with suitable readings from academic texts, including undergraduate textbooks/primers, cases, articles and other relevant publications

Students are encouraged to extend their interest in Law by… 

Engaging in debates about the nature, role and purpose of the law.

Enrichment Opportunities

Students are encouraged to visit the Old Bailey and Royal Courts of Justice in London

Sixth Form Students can participate in the Bar Mock Trial Competition

Students can develop their advocacy through participation in the Debating Society on Wednesday Lunchtime

Students can develop their understanding of the Law by attending the Thursday Newspaper Review Club

Careers Guidance and Support for Law:





MGSG Careers