This introductory activity is designed to get students to think about the meaning of the word ‘law’. Students will be asked to provide a basic definition of ‘the law’ and to look at the basic classifications of English law.
Students will also be asked to research and define the differences between criminal and civil law.
This activity serves as an introduction to the three-track system in the county court. There should be some discussion about alternative dispute resolution before attempting the questions, but at this point an in-depth knowledge is not required.
Students first consider the importance of new legal vocabulary important in the context of legal studies and should be encouraged throughout the course. They then move on to looking at the completion of a N1 claim form from the student’s own perspective; encouraging them to complete one in order to understand the complexity of the form and its formal nature. It is then vital that students apply this understanding, using the information provided, to their knowledge to three specific claims. The final scenario is left without an actual value to enable the students to identify the value of the claim and then to discuss all three claims in open forum.
This activity, covering a new ultra-modern topic, allows the identification and analysis of the rationale of online courts and the consequential use of online dispute resolution (ODR).
Looking at it origins from outside the English legal system, activities look at how ODR has been identified as key to modernising the legal system and how it will be utilised. In keeping with the of ODR, hyperlinks to video clips are included as the basis of several activities. A thorough review of proposals, ending with an overall analysis, allows the students to be able to identify for themselves the benefits and the potential difficulties of the implementation of ODR.
This activity requires students to consider the classification of specific criminal offences into either summary, triable ‘either-way’ or indictable offences. Students are then asked to produce diagrams following a summary and triable ‘either-way’ trial procedure and the appeal route from magistrates’ courts.
A further extension opportunity is possible, therefore, by completing any unfinished or un-attempted flow-charts outside of class.
This activity looks at the definitions of the aims of sentencing and their impact on the sentencing of individuals using worked examples.
The first activity requires students to have some understanding of the aims, for example, retribution and the types of sentences available. If the first activity is used as the introductory activity, then the aims of sentencing boxes could be already completed and printed on separate cards for the students to match up. Once an understanding is established, students can look at actual examples of crimes committed and, in their own opinion, suggest the likely sentences a court might pass.
This activity, using two source material extracts, requires students to consider the impact of using lay persons in the criminal justice system. Three discussion points are set. Learners are encouraged to agree and/or disagree with the points as they see fit.
A further extension opportunity is possible by researching the truth of each statement.
This first activity on changes in legal services focuses on technological change and asks learners to consider how technology has made an impact on the workings of the modern legal profession.
This second activity on changes in legal services focuses on discussion and explanatory questions on the impact of globalisation.
Activities asks students to consider some key areas such as the meaning of legal ‘globalisation’, how it will impact on legal education and what benefits or detriments this brings to our legal profession. Other useful background sources can be found using the links to the right.
This activity looks at important concepts in the qualification of solicitors and barristers through their educational requirements, practical training, work and regulation.
This activity also explores the key similarities and differences between the two professions by looking at specific issues and reinforcing or establishing an understanding of a divided, yet at times, composite profession. This activity works particularly well on a large scale with each fact printed or laminated on A4 paper or card. Here students working in small groups decide which points indicate which profession and can add detail and notes to each piece of information. The answer grid can be printed out for each student or the annotated A4 sheets can be put on a wall.
This activity requires students to reflect on a specific attitude and opinion regarding the underrepresentation of women in the legal profession.
It involves a comprehension-type activity based on a newspaper article allowing learners to synthesise the information as well as comment on Baroness Hale’s own views. Learners could consider other potentially underrepresented groups and formulate a research project around this theme.
This activity asks students to consider some concerns about using a conditional fee arrangement to fund claims in the civil courts.
Independent Research: Students listen to the episode of Law in Action BBC Radio 4 for homework and attempt the activity.
A research activity exploring the ways in which artificial intelligence might impact the provision of legal services and the legal profession.