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This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 19 May 2014 http://bit.ly/1hzCMLR or email@example.com
The Legal Education and Training Review (LETR) published its first report in June 2013. It was the first
comprehensive independent review of legal education and training in England and Wales for 40 years. The
purpose of the LETR was to survey the current state and future requirements of legal services education
and training against a backdrop of unprecedented economic, technological and social change. Those who
provide legal education waited with baited breath for the LETR publication. Whilst it was far from the
radical reforms called for by some, the LETR still represents an ontological shift in terms of the primary
goals of legal education. Post LETR and the Legal Services Act 2007, and as recognised by key academics
(Susskind (2013), legal learning can no longer remain static and must change in the world of liberalization. Legal educators must embrace innovative ways of learning and utilise technology to deliver teaching that is fit for the next generation of lawyers.
Our HEA funded project focuses on the evaluation of the re-design of assessment methods and teaching and learning practice in an undergraduate law module. The re-design involved a shift away from the traditional end of year exam to a portfolio approach where students will evidence their learning journey through the module. The aim is to assess the “process” of learning rather than simply the “product”.
As part of this approach to learning the project aims to ensure that skills of legal research and writing are embedded into teaching practice. Of particular importance is the skill of legal writing in different formats and for different audiences. The project also requires student to reflect on their learning journey in Land Law and evidence this reflection as part of their assessed ePortfolio.