Parallel Session 3 - Session C
Legal Skills as a Threshold Concept in Legal Education Dr Michelle Johnson and Dr Elin Weston, King’s College London
There are many barriers to students thriving at law school. The first which students must overcome is to successfully manage their transition from further education (or a gap in active education) to higher education, especially in view of the almost immediate expectation for them to be autonomous, critical and reflective learners. For some, an innate understanding of the expectations of higher education may be automatic. However, there are many who will face additional struggles overcoming the ‘hidden curriculum’. Additionally, law has a language of its own and a specific skill set which students must understand if they are to reach their full potential. Legal skills should be seen as core knowledge, keys that will unlock successful transition into higher education. Whilst targeted and inclusive legal skills education can be transformative for the student, legal skills as a taught module often does not receive due recognition as a ‘serious’ subject within the Legal Academy. It is time for a culture-shift in attitudes towards the provision of legal skills education. Our paper explores our initial reflections and justifications motivating what we hope will form the basis for a major collaborative research arc in this area of legal education.
Unveiling the Benefits of Reflective Learning in Professional Legal Practice Miss Chloe Sheppick, King’s College London
This presentation delves into the transformative power of reflection in a postgraduate course focused on professional legal practice. With a dual focus on the learning and professional aspects of reflection, the presentation sheds light on the advantages of incorporating reflective practices within legal education. Specifically, it explores the use of reflective writing for assessment purposes at King’s College London and examines the broader application of reflection within the MSc Law and Professional Practice course. Drawing on practical experiences and insights gained from the implementation of reflection, the presentation offers valuable lessons and recommendations for educators seeking to leverage reflective learning in legal education.
Solving the Problem in Problem-based Learning Amanda Fancourt, King’s College London
In September 2022, the MSc Law and Professional Practice was launched at the Professional Law Institute. It is designed for non-law UK and overseas graduates to develop the skills and knowledge required for professional practice in a demanding legal landscape. A core focus of the programme is problem-based learning (PBL), shaped to fit with the key objectives of the programme, one of which is enhancement of effective learning through contextual practical application. The approach brings together principles of active and experiential learning. This discussion will explore how these elements are implemented through the PBL approach with extensive use of case studies, as well as how it has evolved during the first iteration of the programme. The PBL learning is carefully structured and scaffolded to enable a smooth transition into an unfamiliar learning setting and students respond well. We recognised however a need for greater flexibility in delivery and to ensure strong constructive alignment with assessments. Two wider contexts inform this paper: the emergence of new programmes in response to the SQE and how we enable a smooth transition to legal studies, particularly for graduates, to ensure they have the academic literacy and skills to progress successfully into the legal profession.
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