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LAW10360

Academic Year 2026/2027

General Introduction to the Irish Legal System (LAW10360)

Subject:
Law
College:
Social Sciences & Law
School:
Law
Level:
1 (Introductory)
Credits:
5
Module Coordinator:
Assoc Professor Liam Thornton
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

General Introduction to the Irish Legal System (GIILS) acts as a critical introduction for students to the Irish legal system. Students examine the sources and hierarchies of laws in the common law Irish legal system within a rule of law framework. The concept of the rule of law is one that is threaded throughout this module. In this module we examine a number of key issues pertaining to: the rule of law; the role, function and jurisdiction of Irish courts; the creation of legislation and how judges interpret legislation- statutory interpretation; the system of common law; the doctrines of precedent and stare decisis; lawyering in the digital age, the Irish administrative state and the status of international law in the Irish legal system.

Lectures in this module provide a substantive introduction to a topic/issue (20 hours). Most of your time engaging with this module will consist of completing reading lists in the remaining 105 hours (minimum). This will include tasks such as:

- Reading legislation: Often, but not always, you will be directed to the specific sections and sub-sections of legislation you must read.
- Reading case-law, be it a case in its entirety or certain sections of a case. Case-law you must read will be indicated on reading lists.
- Reading texts and journal articles: A significant amount of time must be spent furthering your knowledge of the issue(s) introduced in a lecture. The core text for this module is often just a starting point. Where indicated, you must complete readings of other journal articles etc.

This module is assessed by a two-hour end of Trimester examination (closed-book). A full outline of the structure of the examination will be provided via Brightspace.

Students on this module are expected to have read and understood the UCD Academic Integrity Policy and the School Protocol on Academic Integrity. Students must ensure that they comply with all requirements laid down therein and avoid academic misconduct. Students are not permitted to use generative artificial intelligence, or other machine learning technology, in their learning and in completing assessments on this module. Failure to comply will have serious consequences.

About this Module

Learning Outcomes:

At the end of this module, a student who has attended lectures and completed all essential legislative, case-law, text, article and other material readings, will be able to:
a) Outline the sources of law and the hierarchy of these sources in the Irish legal system, as a common law system, and the importance (or otherwise) of "the rule of law" in Ireland.
b) Describe the respective first instance and appellate jurisdiction of Irish courts in criminal and civil matters.
c) Understand the legislative process, and how proposed legislation becomes law.
d) Evidence an ability to read legislation (as appropriate to a Level 1 module), and appraise the rationale for legislation, including the legislative and common law rules for legislative (statutory) interpretation.
e) Detail how the doctrines of precedent and stare decisis underpin the common law legal system.
f) Assess the impact of lawyering and new technologies on legal practice.
g) Appraise the relationship between aspects of international law in the Irish legal system.

Indicative Module Content:

In the 2025/2026 academic year, it is envisaged that the following will be explored.

(1) Module introduction and module expectations.
(2) The context of the rule of law in the Irish legal system
(3) The structure, function and jurisdiction of Irish courts
(4) The creation of legislation
(5) How judges interpret legislation- statutory interpretation
(6) The system of common law;
(7) The doctrines of precedent and stare decisis;
(8) Lawyering in the digital age,
(9) The Irish administrative state, including an introduction to judicial review; and,
(10) International law in the Irish legal system.
(11) Module Conclusion

This is subject to change. A confirmed list of lecture topics will be shared with registered students in January 2026 via Brightspace.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Not addressed

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Advanced Beginner

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Competent

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Advanced Beginner

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Proficient

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Proficient

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Proficient

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Proficient

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Not addressed

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Not addressed

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Not addressed

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 3

Reduce inequality within and among countries 2

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 1
 

Student Effort Hours:
Student Effort Type Hours
Lectures

24
Autonomous Student Learning

101
Total

125

Approaches to Teaching and Learning:
Students have a number of supports to enable them to reach their potential in this module. In order to meet the learning outcomes for this module, you must spend 125 hours completing this module over the duration of the semester. Learning is a communal experience . Knowledge is shared, discussed and (respectfully) critiqued. It is important that all contributions within this module are valued and respected, even if we may disagree on a particular issue.

Lectures for this module constitute 20 hours of your learning. Your lectures provide a comprehensive introduction of a particular topic. Weekly reading lists provide a topic by topic identification of essential (must complete) reading, that nearly always includes reading from a text book, legal journal articles and required case-law reading. Some reading lists may include recommended and further reading. You should spend at least 7 hours per week from the start of the module to the exam, completing essential readings.

Students will be supported through reading lists for each topic and (where appropriate) a PowerPoint presentation, as well as any other material that a particular lecture may make available to students.

Students may arrange to meet lecturer(s) during their office hours (Please note guest lecturers will not have office hours, so all questions to guest lecturers must be asked in the lecture hall only).

Please note, it is for each individual lecture to determine if they will or will not record their lectures in whole, in part, or not at all.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Incompatibles:
LAW10450 - Law and Courts


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Exam (In-person): A two-hour closed book examination. Full details on the structure of the exam will be provided on Brightspace. End of trimester
Duration:
2 hr(s)
 Graded No
100
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Autumn Yes - 2 Hour
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Self-assessment activities

How will my Feedback be Delivered?

Throughout the semester: Should students require support or feedback on their learning for this module, then students are encouraged to self-assess their learning, and seek clarification from the relevant lecturer who delivered that topic, by arranging to meet the lecturer during their student consultation hours. See the module outline for contact details of lecturers. (Please note, guest lectures on this module do not have office hours. All questions on lecture content should be asked in the lecture). Self-assessment activities and online automated feedback: Students will be provided with opportunities to respond to MCQs on Brightspace in order to self-monitor and critically evaluate their knowledge and understanding. These is a formative (non-graded) exercise only and automated feedback on responses will be provided for students who complete the MCQs. Students are strongly encouraged to complete these MCQs, however completion is not mandatory. Class Feedback on the Examination: On the date of release of grades by UCD in June 2026, students will be provided with class feedback on the examination. Individual Feedback on Examination: Students will be informed of opportunities to receive individual feedback on their examination. Please note, this is a structured and time-limited opportunity to provide individual feedback on the grade achieved in the examination. In order to receive individual exam feedback, you must first view your script when offered this opportunity. Full details of this process will be available on the date of release of UCD grades in June 2026.

The core textbook for this module is:

Tanya Ní Mhuirthle, Catherine O’Sullivan and Liam Thornton, Fundamentals of the Irish Legal System: Law, Policy and Politics (2nd edn, Sweet & Maxwell/Roundhall 2025). Multiple copies available in UCD Library in General, Short-loan and Library Copy only https://library.ucd.ie/iii/encore/record/C__Rb3452527?lang=eng.


Students will be referred to relevant constitutional articles, legislation, case-law, other textbooks and journal articles in week to week reading lists.

Name Role
Mr Raymond Byrne Lecturer / Co-Lecturer
Professor Maebh Harding Lecturer / Co-Lecturer
Professor Niamh Howlin Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Mon 11:00 - 12:50
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