How do you turn a set of facts into a reasoned legal conclusion that wins AO2 marks?
The scenario application question (AO2): the IRAC structure (issue, rule, application, conclusion), identifying the legal issues in a factual problem, applying authority to the facts, and reaching a reasoned conclusion.
An Eduqas A-Level Law guide to the scenario application question (AO2). Explains the IRAC structure, identifying the issues, applying the law to the facts and reaching a conclusion, with worked examples and the technique the Component 2 paper rewards.
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What this dot point is asking
This skill underpins the Component 2 scenario questions (and the scenario question in Component 1). The task is to take a factual problem and reach a reasoned legal conclusion using authority, structured as IRAC. The skill being assessed is AO2 (application), which carries 30 per cent of the marks, so it is decisive.
The answer
The IRAC structure
Identifying the issues
Most scenarios contain several issues: different acts, different parties, or different elements of one offence or claim. The first task is to spot them all and deal with each in turn, running a mini-IRAC for each. For example, a criminal scenario may move up the ladder of non-fatal offences (assault, then battery, then s47, then s20), and a negligence scenario must take duty, breach and damage in order.
Applying the law to the facts
Reaching a conclusion
An Advise or Discuss the liability of question requires a conclusion. After applying the law, state the likely outcome (for example, "Dan is likely to be liable for the section 20 offence, subject to the consent defence"). Where the law is uncertain, say so, give the competing outcomes, and reach the most likely one. An answer that never decides loses the marks for conclusion.
Examples in context
A strong answer keeps the IRAC structure visible and spends most of its words on application.
Try this
Q1. Explain the IRAC structure and why each step matters. [10 marks]
- What the marker wants. Precise AO1 about the method: Issue (the legal question), Rule (the law with authority), Application (applying the rule to the facts, the key AO2 step), and Conclusion (a reasoned outcome), with a note that application carries the most marks.
Q2. A customer slips on an unmarked wet floor in a shop and is injured. Set out how you would structure an answer advising on the shop's liability. [20 marks]
- Cue. An AO2 method answer: Issue (occupiers liability to a lawful visitor); Rule (the common duty of care, s2(2) Occupiers Liability Act 1957, and warnings under s2(4)(a)); Application (the unmarked wet floor breaches the duty; no adequate warning); Conclusion (the shop is likely liable, subject to any contributory negligence).
Exam-style practice questions
Practice questions written in the style of WJEC Eduqas exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
Eduqas Component 2 2022 (scenario)20 marksApply the IRAC method to this problem: Dan, while play-fighting, pushes Ellie harder than intended; she falls and breaks her arm. Set out how you would structure an answer advising on Dan's liability for a non-fatal offence. [a method question in the style of a Component 2 scenario; the real paper tariff is 25, AO2]Show worked answer →
A method-focused AO2 answer showing the IRAC structure on the facts.
Issue. Is Dan liable for a non-fatal offence (the broken arm suggests GBH or ABH) and does consent to horseplay assist him?
Rule. State the relevant offences (s20 GBH, intention or recklessness as to some harm, Mowatt; or s47 ABH) and the consent exception for rough and undisciplined horseplay (Jones).
Application. Apply the facts: a broken arm is GBH (DPP v Smith); Dan pushed harder than intended, so recklessness as to some harm may be present (s20). But consent to horseplay (Jones) may apply if the play-fight was genuine and Dan honestly believed Ellie consented.
Conclusion. Reach a reasoned conclusion: Dan may be liable for s20, subject to the horseplay consent defence, which the court would assess on the facts.
A top answer shows each IRAC step clearly and applies the facts, not just the law.
Eduqas Component 2 2021 (scenario)16 marksExplain why the application step is the most important part of a scenario answer, using an example. [a method question in the style of Component 2, AO2]Show worked answer →
A method AO2 answer about the application step.
Why it matters. AO2 marks reward the use of the facts. A candidate can state the law perfectly (AO1) but score poorly on AO2 if they never apply it. The application step links each legal element to a specific fact, showing the examiner the skill being tested.
Example. In a theft problem, do not just define appropriation; say which act was the appropriation (taking and concealing the item), which property it was, and how the facts show dishonesty and intention permanently to deprive. Each application sentence earns AO2 credit.
A top answer explains that application uses the facts and gives a concrete example of applying an element to a fact.
Related dot points
- The evaluation essay (AO3): structuring a balanced argument, analysing strengths and weaknesses, using examples, cases and reform proposals, and reaching a reasoned conclusion.
An Eduqas A-Level Law guide to the evaluation essay (AO3). Explains how to structure a balanced argument, analyse strengths and weaknesses, use examples and reform proposals and reach a conclusion, with worked examples and the technique the Component 3 paper rewards.
- Using cases and statutes accurately: citing the relevant statute (and section) and the leading case by name, stating the legal principle correctly, knowing when authority has been overruled or amended, and deploying authority across all assessment objectives.
An Eduqas A-Level Law guide to using cases and statutes accurately. Explains how to cite the relevant statute and case, state the principle correctly, track overruling and amendment, and deploy authority across the assessment objectives, with worked examples.
- The general elements of criminal liability: actus reus (conduct, omissions and causation), mens rea (intention and subjective recklessness), the coincidence of actus reus and mens rea, transferred malice and strict liability.
An Eduqas A-Level Law guide to the general elements of criminal liability. Explains actus reus, omissions and causation, mens rea (intention and recklessness), coincidence, transferred malice and strict liability, with worked scenario answers and the AO2 application the paper rewards.
- The non-fatal offences against the person: assault and battery (common law), assault occasioning actual bodily harm (s47), malicious wounding or inflicting grievous bodily harm (s20), and wounding or causing grievous bodily harm with intent (s18) under the Offences Against the Person Act 1861.
An Eduqas A-Level Law guide to the non-fatal offences against the person. Explains assault, battery, s47, s20 and s18 of the Offences Against the Person Act 1861, their actus reus and mens rea and the leading cases, with worked scenario answers and the AO2 application the paper rewards.
- Liability in negligence: the duty of care (Donoghue v Stevenson and the Caparo test), breach of duty (the reasonable person and the risk factors), and damage (factual causation by the but for test and remoteness under The Wagon Mound).
An Eduqas A-Level Law guide to liability in negligence. Explains the duty of care, breach and the risk factors, and causation and remoteness of damage, with worked scenario answers and the AO2 application the paper rewards.
Sources & how we know this
- Eduqas A Level Law (A150) specification — WJEC Eduqas (2017)