EDUCATION GUIDE
2022
Your guide to academic excellence UNSW Law Society
PRESIDENTS’ WELCOME We warmly welcome you to read and reflect on our Education Guide for 2022. It is hoped that the academic tips and information within this guide can assist you during your studies and future years to come. The Education Guide is designed to serve two key purposes. The first is to maximise your academic potential by refining your critical thinking, problem solving and essay writing skills. The second is to prepare and equip you with the skillsets that are necessary for your future careers. Importantly, this guide includes key wellbeing resources and mentoring support to encourage you to prioritise your physical and mental wellbeing during your time at university. The UNSW Law Society prides itself on providing support to our students and useful academic information. Accordingly, this Guide endeavours to complement the educational experience our students receive whilst studyingat UNSW Law school. Finally, we would like to thank Shanzeh Malik, our Vice-President (Education) and Benjamin Zhang (Secretary) who have led their Directors Catherine Nguyen, Isabella Carrozzi, Katherine Petsoglou, Jess Sharon and Richard Zhou for their dedication in preparing this guide. Our very best wishes always, Christina Lenco and Harrison Zheng
EDUCATION GUIDE WELCOME Welcome to the Education Guide 2022! We know that the last two years have been difficult to navigate. Going back and forth between online and in person learning and the associated academic changes have not been easy to process. That’s why the Education Portfolio has published this Guide in the hope of helping you achieve your academic goals! This Guide focuses on providing academic tips and tricks, breaks down common law school assessments and highlights the wellbeing and mentoring support available. We hope that everyone can take something from the Guide. I would like to particularly acknowledge the hard work of those involved in the publishing of this Guide. Thank you to the Student Development Directors, Catherine Nguyen, Isabella Carrozzi and Katherine Petsoglou for the detailed and informative content of the Guide. Thank you also to the Publications Directors, Jess Sharon and Richard Zhou for the formatting and designing of this Guide. I hope this Guide has a positive impact on your academic experience and I wish you luck in the upcoming exams! Shanzeh Malek UNSW Law Society Vice President (Education) 2022
PREPARING FOR CLASS
OVERVIEW Preparation for class can often be daunting or seem pointless due to the number of readings, videos, and cases there are to go over and take notes from. They are, though important to get the best grades you can and to feel most accomplished! So, with some useful tips and tricks as well as effective planning, you will be able to ace your preparation. To make the best use of your time (because we all know we could always make use of an extra hour in the day), you need to find out a system which works well for you backed by effective time management.
3 TOP TIPS FOR CLASS PREPARATION 1.
2.
Set time aside to prepare for class:
Find a space that you can study in which works for you:
Plan, as you would around c lasses and work, to have periods for you to study. It will make sure you feel as though you aren’t spending endless hours on work whilst simultaneously setting out time to do your work. Don’t give up at the sight of being inundated with work and instead be practical, set a to do list and prioritise. You’ve got this!
You may be extremely efficient in working in the library, at home, in a study group, outside... wherever you want but be honest with yourself in asking if you most concentrated and productive.
3. Be kind to yourself: Though it is ideal, realistically you may not get everything done week to week despite how much you plan to. You need to give yourself credit for how much you are doing.
READING CASES Why reading cases are so important. Reading cases provide insight into the practical application of the legal principles which are taught in law school. They also, in many instances, provide the arguments for why a legal rule was created. As exams are built off the different legal principles which are taught, understanding cases are essential for understanding their application. Using case authorities are very common in exams and assignments, but especially problem questions. Thus, it is crucial that you become efficient in reading cases and being able to draw out the important aspects of them in a timely manner.
Our tips for reading cases: 1. Skim read: Get a general understanding of the case, an understanding of the facts, the legal rule which is being discussed, and any key words.
2. Detailed read: Read the case again taking note of any substantive points and the application of the rule or decision which was held. Try and also find all of the elements of the case. Write down these major points for your class
3. Class Participation: Refer to the ideas that you have noted in your readings whilst in class. Bring up anything from the facts of the case, the decision held or insights you gained from the case.
4. Note-take: Everybody is different in their note taking styles with some people preferring to take notes before class, during or after. The best method for note taking can also change course to course so try out some different styles and see what works for you!
HEADNOTE
ISSUES
Brief summary of the case found at the top of the judgement. Helps to understand the overall frame of the case
Outlines the matters which the courts need to resolve. Usually creates legal test which can be applied to principles during exams
MATERIAL FACTS
REMEDY SOUGHT
Provides the context to the dispute to which the particular legal principles and ratios are applied
Outlines what the plaintiff wants to achieve. This also provides a deeper and clearer understandings of the issues
ELEMENTS OF A CASE There is no set way of writing a judgement and each judge will have their own style however being aware of the elements which are generally present can make finding the information you want a little easier.
REASONING
PRIOR PROCEEDINGS
Judges steps of reasoning for how they reached their decision. Dissenting judgements can often be helpful in resolving any ambiguity and can provide insight into different ways to analyse
Provides context to how the case arrived at the courts for the judgement we read
RATIO DECIDENDI
OBITER DICTA
The principle of law or legal reason allowing the courts to come to their decision.
Comments made by the judge which aren’t the ratio which can clarify the rationality of the court DECISION
Presents outcome of the case and who was successful
NOTE-TAKING TIPS Notes are something that (hopefully) we all make! It can be a great way ofprocessing complex content in a way that works for you so you can refer when needed. Below are a few key tips of how notes can be better structured of made to get the most out of them.
Different types of notes EXAM NOTES
CLASS NOTES • Often used to get a detailed insight into the topic • Used for class participation and to create class discussion • Forms the basis of exam notes
• Clear and simple to understand • Easy to refer to • Good structure and clear flow of ideas
Remember: • Your notes may be very different to the persons next to you so just try and find a system that works for you • Try different style of taking • Notes may differ course to course • Don’t stray from the main ideas they are trying to tell you • They will take time to make
CLASS PARTICIPATION Class participation is used in most UNSW Law cowurses and acing your marks here can really make a big difference to your overall mark for the course. Below we have outlined different ways you can contribute, what your tutor is likely watching out for and some of our top tips. UNSW Marking CP Marking Criteria is: Evidence of preparation for class • Familiarity with set readings and relevant material, including (as may be necessary) assigned online content • Frequency of participation • Relates to number of contributions across the Term Demonstrated comprehension of the nature of the question • Ability to identify issues, provide analysis and apply the relevant law or concept Reflective, responsive and respectful towards others’ perspective • Willingness to consider alternative viewpoints • Not dominating a discussion or belittling others’ contributions • Willingness to admit to lack of understanding or areas of confusion
Quality of participation • Relevance • Evidence of critical thinking and depth of analysis • Demonstration of ethical and professional values
Clarity of expression/articulation • Ability to formulate responses in clear and succinct terms • General oral skills • Presentation of persuasive argument Initiative in generating discussion where appropriate • Willingness to raise pertinent and thoughtful questions Level of engagement • Contribution to group climate • Attitude to learning and the subject • Attentiveness in class
Types of participation include:
1.
Voluntary contribution:
2.
Required contribution:
volunteered responses to teacher questions and comments on issues e.g. when your teacher leads discussion in class and students provide solutions to problems posed or discuss issues as they feel
responses to teacher questions directed at specific students e.g. When teacher leads discussion and they directs questions towards specific students for response.
3. Pre-warned contribution:
required contributions from one or more students assigned for that class e.g. Prior to class, general issues, questions, etc. to be discussed and during class a small group of students will be tasked with discussing those issues and reporting back - essentially leading.
4. Prepared contribution
responses to pre-assigned questions Prior to class, specific questions relating to the next class topic will be identified. When can be assigned encapsulating class participation type 2 and 3.
CLASS PARTICIPATION
TIPS
1. Make a good impression: Try to make a good impression with CP at the beginning of the term.
2. Start small: We all know CP can be very intimidating but by starting small i.e. saying the facts of the case or a question you had from the readings you will be able to build momentum..
3. Stay consistent: Try and stay consistent with your participation lesson to lesson as this will also help with building the momentum and complexity of your responses.
5. Take advantage of other methods of CP CP often involves discussion forums or online modules. Make sure you are staying on top of these to maximise marks.
4. Its not about just being smart or saying the right thing Contributions aren’t always just a straight answer as there are multiple viewpoints a lot of the time. Try to think critically about concepts and contribute your ideas.
ONLINE CLASSES Since COVID we have all had our fair share of online classes. Some people found them better than face-toface whilst others really struggled with keeping up. As many law courses are running an online stream here are some tips for online classes:
Stay on top of your notes
1.
Whether it is starting your readings early or sticking to a good timetable, being home doesn’t mean the work you have to do suddenly disappears. Keep on top of your notes and treat online classes like you would face-to face.
Start small
2.
Its not about just being smart or saying the right thing
Stay consistent
3.
Try and stay consistent with your participation lesson to lesson as this will also help with building the momentum and complexity of your responses
5.
We all know CP can be very intimidating but by starting small i.e. saying the facts of the case or a question you had from the readings you will be able to build momentum.
4.
Contributions aren’t always just a straight answer as there are multiple viewpoints a lot of the time. Try to think critically about concepts and contribute your ideas
Take advantage of other methods of CP CP often involves discussion forums or online modules. Make sure you are staying on top of these to maximise marks
ASSESSMENTS
LEGAL RESEARCH • Your first point of call when using cases and legislation to support your answers is using the materials from your textbook, as going beyond this will usually not be accepted by the course • However, it is extremely useful for you to read up on cases in full, to get a better understanding of the facts or decision, rather than the smaller excerpts provided in the assigned textbook
SOURCES FOR LEGAL RESEARCH • JADE • LexisAdvance • Westlaw • Austlii • CCH • NSW Case Law The library has lots of information about finding sources and how to legal research effectively, and the library staff are also super helpful if you reach out to them with specific questions.
AGLC • It is important to note which AGLC edition is required to be used in your assessment, to ensure you are using the most recent citation style • It is helpful to print out the most used pages (Eg: cases, legislation, books), and ensure you are following the example properly • Ensure you are using specific details correctly, as failing to do so is an easy way to lose valuable marks • Eg: No full stop at the end
JADE LEGAL RESEARCH •
Students get free JADE Professional during their degree, and when they sign up they receive a complimentary JADE Law Exam Guide written by a current UNSW Law Student and Paralegal
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You can sign up at: https://barnet.typeform.com/ebook-jadepro
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JADE also holds legal research training workshops for free, for 30 minutes each fortnight.
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You can register at: https://openlaw.org.au/events/
Research strategies for success: • You can use natural language to search in JADE. JADE • automatically puts in wild card operators and either (“ ”) around the phrase typed or OR or AND between words in the phrase if the words do not commonly appear together. • Jf JADE is uncertain of the relationship between the words in your phrase, it will always put in OR between them. If you want all the words in your phrase to appear in a decision, type AND or a plus sign (+) between them. For example, deceit AND misstatement. • You may have other reasons for using Boolean, proximity and wildcard operators in your search strings, and this is how you can:
BOOLEAN OPERATORS (must be typed in capitals) OPERATOR
AND
Accepted ways of typing the operators into JADE AND
+
Examples
director AND liquidation contract + damages
NOT
NOT
“Psychiatric” NOT “physical” defamation NOT opinion
OR
OR
murder OR manslaughter
PROXIMITY OPERATORS OPERATOR
phrases within an n number of words of each other phrases within the same sentence phrases within the same paragraph
Accepted ways of typing the operators into JADE w/n /n “the phrase to be included” ~n w/s w/p
Examples
rabid w/5 dog offensive /10 conduct “road rage intoxicate”~5
/s
insanity w/s murder director /s breach
/p
mitigating w/p rehabilitation
OTHER OPERATORS OPERATOR
PHRASE WILDCARD (single character) TRUNCATION (multiple characters)
Accepted ways of typing the operators into JADE PLace “ “ around the phrase
Examples
“break and enter”
?
car?
*
act*
extracted from JADE Law Exam Guide
The 5 types of Essay formats at UNSW Law Essay • •
•
Research Essay
This is where students will get a question along with all the required research material (such as books, articles and cases) The primary purpose is to introduce students to the basics of legal research and develop their writing and comprehension skills It is important to bring in argumentative and evaluative language here, and back up your thesis and arguments with theories, principles or cases learnt in the course
• • •
Thesis Essay •
•
For more senior courses, students will get to choose the topic and conduct independent legal research, with all formal scaffolding removed The emphasis is on higher level abstract thinking, research skills and conceptual understanding
The topic or a question will be provided, but little to no material will be given This is a common assessment tool in courses with policy discussions, such as Criminal Law and Administrative Law The focus here is on the student developing independent research skills, while fine tuning general writing and comprehension ability
Case Note • • •
Currently onto examination in ILJ Students analyse the case and provide brief commentary on a topic related to the case The focus is on introducing students to writing concisely and understanding topical issues related to a case
Court Report •
• •
Combining significant aspects of “experiential learning” the court report assists in developing a student’s conceptual understanding of the law The assessment task can be both specific and general, meaning it can be adapted to different stages of the program In a general approach, students are invited to think about various aspects of the trial, court processes or other aspects of the adversarial system of justice
• •
Students attend courts and describe their observations within the context of the class themes A more specific approach would be for students in a particular course to attend a particular type of court or tribunal then to report on the specific operation of that body in the context of their specific course, or in relation to a particular legal provision
Essay Structure Intro Orientation - Thesis statement: • • • • •
Answer the question at the start What are you actually answering in response to the question? This makes the marker’s job easier because they know exactly where you are going Examples: “this essay argues that...” Outline what you are going to say
Body Paragraphs: • Based around certain points • One point one paragraph (should be around 250-350 words in length) Sentences: • Put the main idea at the start, then modify it or qualify it afterwards • Topic sentence - Don’t use quotes as the topic sentence but use your own voice instead Using headings: • Keep them simple: Eg: “Duty of Care and Recreational Use” • Phrase should have a legal tone Using evidence: • Use direct quotes sparingly - It can begin to look like somebody else’s work • Paraphrasing - Use for more specific points you want to make • Summarising - Always about an overview, however, if you’re mostly summarising, this can become too general General rules: • Strike a balance between all of these • Use at least 2 pieces of evidence to back up your claims • Use the 60/40 rule - Your voice/their voice Synthesis: • What in the evidence is not convincing to you? • Make a judgment! Your job in terms of being critical, is to say in writing - Which one of these arguments is more convincing or persuasive and why? Evaluation - Your voice and being critical: • Your Opinion - We want more than an opinion, we want an argument • Taking your opinion, testing it = Argument • To what extent - Eg: to a small extent, to a reasonable extent etc. Conveying Your Voice • Your thesis • The ideas that you choose • The organisation of the points you make - Start with your most important ideas • Structural elements: 1. Transition signals (however/therefore/nevertheless) - this is “the glue” 2. Reporting verbs: Brown states/claims/argues 3. Dialogue between the different sources: Creates dialogue between different ideas and put yourself into that, this involves using your own “attitude”
General UNSW Law Marking Critera Structure • Clear introduction, body and conclusion Topic Definition • Clarity of scope/delineation of scope of essay Argument • Logical flow in proposition of evidence • Integration of evidence • Consideration of contrary positions/viewpoints Research • Evidence of sufficient independent research to adequately address issues in topics • Use of appropriate sources • Evidence of awareness of relevant issues from class readings Citation and Referencing • All sources acknowledged • Correct and consistent citation • Bibliography Analysis and Critical Thinking • Demonstrated understanding of primary and secondary material analysed • Reflection (engages with material and demonstrates independent thought) • Conclusions drawn • Different perspectives evaluated • Identification of knowledge gaps • Ability to weigh sources by evaluation and judge • Awareness of ambit sources Style • Use of own words, as appropriate • Grammar, sentence, paragraph structures etc. • Appropriate tone/voice, minimal verbosity
Problem Question What is a problem question? Problem questions are an extremely common type of law school assessment that aims to test your understanding of legal principles by asking you to apply law to fact scenarios in the form of legal advice and/or opinion. This emulates real-life legal practice by asking you to provide an answer to legal issues and facts. You must carefully consider your approach to any problem questions. They are usually presented as a narrative, describing background context and events. As such, there will be many facts which you must pay attention to in answering your question. However, many lecturers also enjoy seeding these questions with irrelevant information. You must use your discretion when answering these questions, and should refer back to the facts to see if you’ve missed anything in your answer.
APPROACHING A PROBLEM QUESTION There are many different ways to approach a problem question, varying based on your personal preference and whether the assessment is a takehome or physical exam (the greater amount of time allocated for takehomes means you must be far more precise and accurate with the law and analysis). ANSWER STRUCTURE - IRAC IRAC is: 1. A brief statement of the legal issues 2. An outline of the relevant law 3. Application of this law to the facts 4. A tentative conclusion outlining your answer to the question Some people prefer stating material facts prior to the legal issues, but this depends on your preference or whether for example, the facts are more complicated or confusing that clearing up your understanding of them early will be a good indication to the marker that you have read the facts thoroughly.
IRAC 1. Legal issues and/or material facts
3. Application
•
•
This section scores the most marks and is where your markers will pay the most attention.
•
You should apply the law to the facts in this part and analyse what this means for the question you have been asked. Some important considerations:
1.
How does the law apply?
•
•
Should be brief; this part of your response demonstrates to the marker that you’ve spotted the legal issues and know what the relevant factors are. Only include what issues and facts are necessary. There is no point in adding unnecessary information as this wastes time and word count. You can generally assume that the marker is aware of the facts and so any facts you do choose to include should be relevant and material to answering the question(s). If the question is more theoretical or involves discussion of policy, this part of your response may be longer.
2. Relevant Law •
•
This section should not be too long either and should only include what law is necessary to adequately answer the question. You can also include a little discussion of the law where it is tenuous (e.g. you are using cases from other common law countries that have not been cited with approval in Australia) or if the question is asking your opinion on the law.
•
It can be tempting to devote an excessive amount of effort on this section. DO NOT DO THIS. You are still perfectly capable of scoring a high mark even if you only briefly discuss the relevant law so long as you hit all the relevant points.
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You may also outline any applicable defences and/or mitigating factors, but some prefer leaving this to the application section.
•
PHRASES TO USE: (especially in a question when you are asking to “advise” a person:
1.
“Royce should be aware that the defence of mental illness may preclude his liability murder”
2. “The court will likely find s 32b will apply” 3. “Royce should be aware that Isabella may use x exception. This is unlikely to succeed as...”
2. What facts are important here? 3. Do some of the cases in your readings have similar facts to your problem question? 4. Is the law clear? Unclear? Should I discuss this? Will it materially impact my answer? 5. Am I answering the question? Or is my discussion irrelevant? 6. Are there any relevant defences (e.g. selfdefence for murder) or other relevant factors (e.g. contributory negligence for tort)? •
A really good tip is to give the facts of similar cases. You could argue either way regarding the ruling of the case; either the facts are so similar so as to justify the court ruling the same way for your problem question, or there are sufficient differences to justify a different outcome. o Could compare the similarities and differences and make an argument either way.
•
However, you should resist the urge to go overboard in this area. The lecturers are likely to include red herrings in the facts which might encourage you to explore irrelevant avenues of argument. For example, in administrative law there is no need to discuss every single avenue of review as many of them are unlikely to be relevant.
Sample Problem Question Please keep in mind that these are not model answers, and your answer (in addition to these problem questions) will generally never be this short. Contracts Dag wishes to purchase Thant’s house for his brother Antonio. They talk it over for a few weeks and finally agree on a sales price and some terms. Thant promises via text to help renovate the house for free as part of the negotiations. Thant invites Dag over for some beers and they chat over the agreement. They draft up a contract in Microsoft Word with the following terms:
“I, Dag, agree to purchase Thant’s house at 350 Fifth Avenue, NSW, Australia for the sum of $100,000. Thant warrants that the house is free from fault and is of a suitable condition for living. This contract is binding and executed when signed in counterparts. If any part of this contract is rendered void then that term is severable to the extent that” Dag is about to sign the agreement when he remembers Thant’s promise to renovate the house. Dag reminds Thant of his promise and Thant verbally agrees, saying that he’ll renovate the house for free. They both sign and Dag transfers the money to Thant’s account. However, Dag later finds out that the house is actually owned by Thant’s cousin Kofi. Thant also ignores his texts about the free renovation. When Dag contacts Kofi directly, Kofi claims he doesn’t know what Dag’s talking about. Dag calls Antonio and tells him everything about the agreement. Antonio comes to you and asks you whether he or Dag can enforce the contract against Thant. In absence of that, he wants to know what remedies are available to him. Do not discuss any criminal penalties or actions.
Approach There are quite a few legal issues present, but for the sake of simplicity we’ll only focus on the enforceability of the contract from Antonio’s perspective. You can try the others for practice. The first thing you should think about here is how to structure your answer. There are several legal issues that you will need to work through, and it would be advisable to figure out an order to approach them in. For example, it would be prudent to first discuss the contract from Dag’s perspective as he is a contracting party. This way you can get offer, acceptance and consideration out of the way so you won’t need to discuss them again for Antonio. •
Legal issue: Enforceability of the contract from Antonio’s perspective.
•
Reasoning: This issue is a matter of privity. It would be best to outline the doctrine of privity here and relevant cases. You could point to the High Court authorities of Coulls v Bagot’s Executor & Trustee Co Ltd (1967) 119 CLR 460 and Port Jackson Stevedoring Pty Ltd v Salmond & Spraggon (Aust) Pty Ltd (The “New York Star”) (1978) 139 CLR 231.
•
Application: How does the doctrine of privity apply to this present case? We know from the facts that Dag wanted to purchase the house for Antonio. This sounds similar to Coulls v Bagot’s, where a husband contracted to pay quarry royalties to himself and his wife. In that case, the majority held that the doctrine of privity precluded the wife from receiving royalties as she was a beneficiary and not party to the contract.
GETTING SUPPORT
Student Development Team The Student Development team are a part of the LawSoc Education portfolio that run initiatives to build and strengthen student academic and professional skills. These include study skills workshops, end of term revision content, career panels and more! The Student Development team also produce publications like the one you’re reading now. Our various guides will give you insight into everything from how to study effectively to what careers are out there for law graduates! We are here to help you get the most out of Law at UNSW so let us know if you have any feedback or suggestions for events that you want to see. Feel free to reach out to us at development.director@unswlawsoc.org.
UNSW Law Service Careers UNSW Law & Justice careers service was established to assist students to make informed decisions about career pathways and employment opportunities in line with their strengths, interests and current market trends.
The UNSW Law & Justice careers team collaborates with employers, recruitment agencies and UNSW alumni to advertise a variety of current and exclusive legal and wthe Law & Justice Jobs Board.
They also provide resources designed to help students find information on the roles and industries that match their strengths and career goals, as well as offer professional development resources to help them apply for jobs and stand out from other applicants.
Law & Justice Peer Tutor Program The Law & Justice Peer Tutor Program is available to Law & Justice dual degree students and Juris Doctor (JD) students in the first year of their degree. The aim of the program is to develop your understanding of legal concepts and skills needed for the study of Law & Justice. The program is available free of charge to any student who needs it, and students with English as a second language are encouraged to join the program as soon as classes begin. You can expect to meet with your tutor, a senior Law & Justice student, for one hour per week from Week 3. This is your opportunity to prepare for class participation, to deal with materials you find difficult and to practise your legal skills, such as case reading and statutory interpretation. We recommend you get involved in the program for six to eight weeks, depending on how you are going in your legal studies. All first-year students will be emailed early in the term about how they can register for the Peer Tutor Program via Moodle. For more information, please contact Mark Duffy (program convenor) at m.duffy@unsw.edu.au
UNSW Nucleus The Nucleus is the best first point of contact for all general issues you may face as student. Located on the Ground Floor of the Main Library, the Nucleus provides information and advice on all things UNSW. The Nucleus offers both virtual and in person appointments for student enquires. They can also be contacted at 8936 7005.
Wellbeing It can be hard to find the right balance between university and other areas of our lives, and this has the potential to impact our physical and mental wellbeing. Whilst there are a range of practices we can implement into our own lives to try and safeguard our wellbeing, we don’t always have complete control over our physical and mental health. Please remember that there is never a need to feel that you are alone, and that there are a wide range of services and support systems available that you can access for free or at a low cost.
Wellbeing @ LawSoc The Wellbeing Warriors at LawSoc runs events and creates resources aimed for all law students at UNSW to support mental and physical health. Look out for our #WellbeingWednesday posts on Facebook & Instagram and Wellbeing Week in Week 8 every term. If you have any ideas as to how we can improve our initiatives, please reach out to us at wellbeing.director@unswlawsoc. org - we’d love to hear from you.
On Campus Support
Student Support and Success Advisors: the UNSW Student Support team is there to help you and provide advice on anything related to university life that you may be struggling with from personal wellbeing, academic performance to questions about special consideration and visas. Visit https://www. student.unsw.edu.au/advisors for daily drop in sessions or to book longer consultations.
Psychology & Wellness (formerly CAPS): provides free and confidential telehealth and face to face counselling sessions to all students at UNSW. Visit https://student. unsw.edu.au/mhc to complete an online form to have an appointment arranged for you.
Career Counselling: UNSW Law offers career counselling for UNSW Law students. Visit https://my.law.unsw.edu.au/careers/ resources to book an online appointment.
Equitable Learning Services provides practical support to ensure your health condition doesn’t adversely affect your studies. Visit https://www.student.unsw.edu.au/els to get in contact.
UNSW Health Service UNSW Health Service at UNSW: provides an on campus GP service. This is a great place to start if you recognise that you need help. Your GP will listen to everything you want to share with them and can refer you to other mental health services such as psychologists. They are there to help you and support you in receiving the help you need. You can arrange a visit here: https://www.student.unsw.edu.au/hsu.