Site map
Our dynamic site map is a visual index of site content, listing folders and the main pages within them.
- About Us
- UKCLE vision
- Contact UKCLE
- The team
- Register your details
- UKCLE Advisory Board
- UKCLE and the Data Protection Act 1998
- UKCLE monitoring and evaluation
- UKCLE networking
- UKCLE events guidance
- UKCLE professional development seminars
- UKCLE reports
- Responding to the Training Framework Review: the UK Centre for Legal Education
- Quality assurance and qualifying law degrees
- New agency for quality enhancement in higher education: UKCLE response
- Response to the HEFCE strategic plan 2003-08
- Consultation on deferral of call to the Bar - UKCLE response
- Legal education in the UK
- Revised law subject benchmark statement: UKCLE response
- A new framework for work-based learning: UKCLE response
- UKCLE strategy for Scotland, Wales and Northern Ireland
- UKCLE sustainability policy
- UKCLE work with the CETLs
- Resources
- Assessment & feedback
- Plagiarism in UK law schools: policies, procedures and penalties
- Ensuring successful assessment
- Effective assessment strategies in law
- Providing individual written feedback on formative and summative assessments
- Formative vs summative assessment
- Group, peer and self assessment
- Assessment and accountability
- Providing feedback
- Innovation in assessment
- The assessment matrix
- Developing reflective practice
- Developing an assessment strategy
- What and who is assessment for?
- Introduction to assessment in legal education
- The role and purpose of assessment
- Feedback, marking schemes and proforma
- Assessment for learning
- External examining in law
- External examining: a view from the profession
- The external examiner: how did we get here?
- Using e-assessment
- Assessing student work and providing feedback
- Assessment in legal education
- Assessing by multiple choice question (MCQ) tests
- What is an MCQ?
- What could I use multiple choice questions for?
- What are the features of multiple choice questions?
- Does adopting MCQ assessment mean 'dumbing down'?
- Are multiple choice question scores unrealistically high?
- Can students guess their way to success in an MCQ?
- Can MCQs test oral and written skills?
- Does using MCQ assessment encourage rote or surface learning?
- What should I think about before I design an MCQ test?
- How can I write effective MCQs?
- How can I provide effective feedback for my multiple choice questions?
- What can I learn from the student responses to multiple choice questions?
- References and further reading
- Plagiarism: a guide for law lecturers
- Traffic lights and responsibility to the profession
- Evaluation as a method of assessment
- Professional course assessments: developmental or regulatory?
- Weights and methods of assessment on vocational courses
- The future of assessment in legal education?
- New developments in external examining
- What can electronic voting systems add to the classroom experience?
- Online formative assessment: does it work?
- Meeting the QAA code of practice for assessment
- Assessment
- The essential synergy between assessment and learning in skills-based legal practice courses
- Introduction to assessment in legal education: references and resources
- The first year experience of assessment
- Innovations in assessment: the role of blended learning as a support mechanism for assessment
- Culture shock: I don't understand what plagiarism means
- Using oral assessment to improve student learning in law
- Transforming the external experience: collaboration and external examining
- Designing student learning by promoting formative assessment
- Telling it like it is...giving feedback in difficult circumstances
- CHULS / UKCLE register of external examiners
- Essaybanks and Internet plagiarism: threat or opportunity?
- Plagiarism in an electronic age
- Tackling plagiarism at Sheffield Hallam University
- Plagiarism: the Teesside experience
- Plagiarism and legal education
- Curriculum content & development
- Welsh medium education at Glamorgan
- Curriculum development
- Research and reaction: bodies and PCs
- The impact of cyberspace on legal development: the case of Islamic law
- Things aren't what they used to be: collective responses, spiralling skills and the curriculum
- Interdisciplinary learning for the work-based student
- The challenge and opportunities of contextualising legal education
- Reforming the curriculum of the Postgraduate Certificate in Laws at HKU: revolution or evolution?
- Can the new A level law curriculum meet the demands of higher education?
- Interdisciplinary training
- Good people speaking well: legal education through modern languages
- Cultivating lawyers: education or inculcation
- Learning in Law Annual Conference 2008: (Dis)integration...designs on the law curriculum
- Learning in Law Annual Conference 2008: (Dis)integration...designs on the law curriculum
- Employer engagement
- The future of the legal profession and learning: a view from practice
- Making good lawyers: challenges to vocational legal education
- New lawyers - new horizons? What kind of lawyers do we need?
- Enhancing employability in law schools
- Legal professional education in Wonderland
- The Tao of Professionalism
- Of wars, skirmishes and peaceful interludes: the legal academy and the legal profession
- The firm as a new actor in legal education: implications for lawyers' identity formation
- Perspectives on professional formation: apprenticeship, pupillage and the assessed year in employment
- Pathways in legal education: taking the right route?
- The Leeds integrated skills model
- From pupil to professional: is pupillage fit for purpose?
- Research informed support and preparation for achievement of work-based learning outcomes
- Engaging practice: workshops with the profession on the new LPC
- Learning in Law Annual Conference 2008: (Dis)integration...designs on the law curriculum
- Back to the future - not rocket science: some thoughts on 20 years of consultations on the future of the BVC and pupillage
- What do employers want?
- A practice alternative: the Modern Legal Apprenticeship
- Holistic legal education? Integrating the academic and vocational stage
- Employability and work-related learning in legal education
- Enhancing learning through technology
- Supporting law teaching: training and teaching
- Introducing quizzes and discussion boards on the Bar Vocational Course
- Using the Iolis courseware to teach law
- Biting the bulletin: using discussion boards
- Delivering continuing professional development using online distance learning
- Moodle: open source e-learning
- How to podcast
- Teaching in virtual worlds
- Wikis: a tool for distributive writing
- Frequently asked questions on virtual learning environments (VLEs)
- What is a VLE?
- What is the difference between a VLE and an MLE?
- Why would I want to use a VLE?
- The limits of the VLE
- How do I prepare my students to use a VLE?
- What about students who do not have the ICT skills?
- How can I use the features of a VLE to support student learning?
- What are the learning and teaching issues?
- Are there any special aspects of communicating in a VLE?
- How can I assess the students in a VLE?
- How do I make sure that the VLE is promoting student learning?
- Where can I go to get help?
- Presence, emergence and knowledge objects: user interaction in a virtual learning environment
- The College of Law's e-learning initiatives
- Talk about talk: are discussion forums worth the effort?
- E-learning and traditional methods: special blends
- Using e-learning in legal education
- Accessibility in e-assessment
- BILETA research into ICT provision in law schools
- Making VLEs more interesting
- Social collaboration and the immersive: a new vision for legal education?
- Using SIMPLE at the University of Glamorgan law school
- Using SIMPLE at the University of Warwick School of Law
- Using SIMPLE at Glasgow Graduate School of Law
- Using SIMPLE at the University of Stirling School of Law
- Using SIMPLE at the University of the West of England Department of Law
- Using the virtual learning environment
- Guidelines for good practice in sharing resources in law
- Teaching professional skills to distance learning students through the medium of film
- Are we using technology for technology's sake? An evaluation of a simulated employment exercise
- Socrates and Confucius: a long history (?) of information technology in legal education
- Interactive learning in an eConfucius drama classroom
- The voice of law: lessons from practical podcasting experience
- Second guessing: is there a context for Second Life in legal education?
- From Foucaultian bio-power to Confucian respect: bio-power and e-Confucius
- Interaction and reflection: a new approach to skills and accounts teaching on the LPC
- An exploratory study into the use of interactive technology to teach law
- S, not E: the methodology and results of S mode learning
- Teaching with emotional intelligence: delivering ethical lawyers and humane social workers through the VLE
- Adapting law school learning to the 21st century: constructing improved learning environments
- PodLaw: developing a portable learning environment to enhance the study of law
- Equality & diversity
- Ladders 2 Law: e-mentoring aspiring lawyers
- Examples of good practice in recruitment and retention
- Pathways to the Professions
- Enhancing retention and student success
- Accessibility in law schools: resources
- Accessibility in law schools: learning, teaching and assessment
- Recruitment and retention in legal education
- Equality and assessment in law
- Dealing with difference: supporting neuro-diverse learners in law
- Widening participation in legal education
- Ethics
- Ethics and legal education
- Legal ethics at the academic stage: exploring the issues
- Good ethical practice in empirical research on law
- Using scenarios to teach ethics
- Ethics dilemma 1
- Ethics dilemma 2
- Ethics dilemma 3
- Putting ethics into practice
- Ethics dilemma 4
- Putting ethics into practice: recognising the issues
- Putting ethics into practice: scenarios
- International website for teaching ethics and professionalism
- Are we all going to the same place: pluralism and value driven legal education
- Ethics in the undergraduate curriculum: an international wiki community
- Learning in Law Annual Conference 2008: (Dis)integration...designs on the law curriculum
- Making good lawyers - making lawyers good
- Evaluation
- HE policy
- Lord Chancellor's Advisory Committee on Legal Education and Conduct (ACLEC)
- What are the three main challenges facing legal education over the next ten years?
- What needs to change to meet the challenges facing legal education over the next 10 years?
- Back to the (academic) future
- Reassessing band funding for law: a discussion paper
- Visions of legal education
- Internationalisation
- Dual legal education: teaching and learning in law with French law degrees
- Peer mentoring for international students
- The culture of legal education in France from a comparative viewpoint: perspectives for a legal education in the EU
- (De-)Constructing the global law school
- Learning law in a global era
- Teaching through proxy as a response to the internationalisation of legal education
- Learning & learner support
- VLEs and their role in legal education support: a UK overview
- Lessons learnt from the Legal Research Skills Programme
- Introducing Intute: Law
- General transferable skills
- General transferable skills: definition
- General transferable skills: context
- General transferable skills: project rationale
- General transferable skills: assessment models
- General transferable skills: outcome statements
- General transferable skills: autonomy and personal skills
- General transferable skills: communication
- General transferable skills: intellectual skills
- General transferable skills: problem solving
- General transferable skills: teamwork
- General transferable skills: teaching skills
- General transferable skills: information technology
- General transferable skills: reactions of recent graduates
- General transferable skills: learning methods and forms of accreditation
- General transferable skills: student perceptions
- General transferable skills: project participants
- General transferable skills: a survey of practice in law schools
- General transferable skills: numeracy
- General transferable skills: summary of key points
- General transferable skills: selected bibliography
- General transferable skills: Aston University
- General transferable skills: University of Birmingham
- General transferable skills: Bournemouth University
- General transferable skills: University of Bristol
- General transferable skills: College of Law, York
- General transferable skills: De Montfort University
- General transferable skills: University of Essex
- General transferable skills: University of Exeter
- General transferable skills: University of Huddersfield
- General transferable skills: City Law School
- General transferable skills: Lancaster University
- General transferable skills: University of Leeds
- General transferable skills: University of Liverpool
- General transferable skills: Leeds Metropolitan University
- General transferable skills: University of Manchester
- General transferable skills: University of Newcastle
- General transferable skills: University of Nottingham
- General transferable skills: Nottingham Trent University
- General transferable skills: University of Reading
- General transferable skills: Southampton Institute
- General transferable skills: University of Southampton
- General transferable skills: Staffordshire University
- General transferable skills: University of the West of England
- Supporting student writers in the university of the 21st century
- Developing the student learning environment at City University
- Integrating information literacy into an undergraduate law course
- Developing an interactive multimedia guide to enhance legal research skills
- Why should law schools focus on general transferable skills?
- Research on a prescribed case study module
- Research-based learning at Warwick
- Web 2.0 and unconventional sources: paradigm shift for law student essays?
- Law school dreams: imagining the shape of law schools
- Using podcasts to develop students' referencing skills using OSCOLA
- Doing diagnostics: accounting for progress in student communications and advocacy
- Developing critical thinking: student perspectives
- Open educational resources: why they matter
- Developing students’ critical thinking skills through peer assessment and information literacy
- Creative critical learning: Act 2
- Look it up before you leap: guiding students across the academic-vocational legal resources divide
- Developing research skills
- Enquiring Minds: strategies for promoting (better) research, autonomy and deployment of skills at level 3
- Learning in Law Annual Conference 2008: (Dis)integration...designs on the law curriculum
- Postgraduate to professional: creativity and opinion writing skills
- Lessons learnt from the Legal Research Skills Programme
- Organisational change and institutional development
- Personal & professional development & CPD
- A time for learning and teaching? Making the most of the sabbatical
- What makes a good law lecturer?
- Learning about law lecturing
- Retrospectoring: the development and success of the Vocational Teachers Forum
- Supporting new law teachers
- Boosting the life cycle of the law teacher: from rookie to academic rock star
- The art of the impossible: the practicalities of being a new law teacher
- The Shackleton method of team leadership in legal education
- Giving conference papers and preparing to publish
- Personal development planning
- UKCLE personal development planning working group
- Getting started with e-portfolios
- Getting started with e-portfolios: Glasgow Graduate School of Law
- Getting started with e-portfolios: Oxford Institute of Legal Practice
- Getting started with e-portfolios: University of Westminster
- Personal development planning and law
- A personal experience of PDP and progress files
- PDP update: policy and practice
- Integrating reflective practice into the curriculum
- Examples of reflective practice
- Reflection with practitioner students
- Reflection in legal clinic
- Reflection on a work experience option
- Reflective diaries on the Bar Vocational Course
- Reflective journals and essays on an LLM
- Reflection using a virtual chat room
- Reflection on a personal development skills module
- Reflection in law teaching: a personal account
- Introduction to developing reflective practice
- Reflective activities matrix
- What's reflection got to do with it?
- Support and resources for developing reflective practice
- Writing learning objectives using Bloom's taxonomy
- How can I introduce reflective practice into my teaching?
- What is reflective practice?
- What's in it for you?
- Stopping to think: reflections on the use of portfolios
- Getting started with e-portfolios: advice for students, staff and employers
- Personal development planning in legal education
- PESCA: introducing personal development planning at Exeter
- Introducing personal development planning at the University of Central England
- Portfolio-based learning and assessment
- What is a portfolio and what is portfolio-based learning?
- How do portfolios differ from student journals?
- How are portfolios different from records of achievement?
- Why should I consider using portfolios?
- How important is it to prescribe the contents of the portfolio?
- Can portfolios support learning and assessment of substantive law?
- How easy are portfolios to assess?
- Is there anything portfolios can assess that other tools can't?
- Is plagiarism a problem?
- Should portfolios be graded?
- Resources
- Portfolio-based learning and assessment in law
- Using e-portfolios in legal education: key themes
- In the looking glass: reflection on past experience as a key to the future
- E-portfolios in the professions: experiences from law, medicine and veterinary medicine
- Developing reflective practice in legal education
- Quality management and assurance
- What is excellence in law teaching?
- Design your own QA system: programme specifications and quality assurance
- The 2002 quality framework in England
- Graduate standards in law
- Graduate standards in law: background and aims
- Graduate standards in law: a framework for describing graduateness in law
- Graduate standards in law: methodology
- Graduate standards in law: outcome statements for law degrees
- Graduate standards in law: outcomes
- Graduate standards in law: the way forward
- Graduate standards in law: the current practice of external examining
- UKCLE guide to subject review
- The self-evaluation document
- Quality assurance in higher education
- Review of the Legal Practice Course
- Quality enhancement the Scottish way
- UKCLE guide to subject review: appendices
- Key features of subject review
- Overview of subject review
- Preparing for subject review
- Subject review judgements and reports
- The subject review visit
- Preparing for the visit
- Responding to the Training Framework Review: the UK Centre for Legal Education
- Enhancing quality in legal education
- Research-teaching nexus
- Students
- Sustainability
- Role of legal education in achieving sustainability
- Introduction of sustainability literacy into a company law module
- Integrating sustainability concepts in an environmental law module
- Teaching environmental law, ethics and sustainability - case study
- Workbook integrating sustainability concepts in legal system and method
- Environmental justice in Spanish environmental law (Environmental justice in legal education event)
- Developing environmental justice in the curriculum
- Recognising the intersection between human rights and environment in legal education
- Teaching environmental justice across international, European and national disciplinary 'boundaries'
- Designing an environmental justice course
- Land reform in Scotland: is it achieving environmental justice?
- Law and science and environmental justice in the curriculum
- Building the sustainable university
- Education for sustainable development
- Case studies on education for sustainable development in law
- Building the sustainable university: examples
- Education for sustainability: do we have a choice? Consultation paper
- A new sense of purpose: education for sustainability in law
- Education for sustainability: do we have a choice? Conference paper
- Teaching & learning practices
- Law in action: learning through scripted role plays - student introduction
- The emerging use of storytelling as an alternative teaching methodology
- Building a simulation: the narrative event diagram
- Small group learning and assessment
- Resources on problem-based learning (PBL)
- Reflections on the use of problem-based learning
- Using problem-based learning to teach company law
- Using problem-based learning to teach constitutional and administrative law
- An introduction to problem-based learning
- An introduction to judicial review: the estate agent's problem
- Defining problem-based learning
- Planning for small group teaching
- Understanding student learning styles and theories of learning
- The characters in a magistrates court
- The role plays
- Nameplates and oath cards
- The role plays: student scripts
- Law in action: learning through scripted role plays - tutor introduction
- Using role play for learning
- Preparing to role play
- Designing and delivering clinical legal education
- What is clinical legal education?
- What forms can clinic take?
- Do all clinical models have the same objectives?
- Should I choose live client work or simulation?
- In-house vs externship programmes?
- Are work placements different?
- Aren't clinics too expensive?
- What about supervision?
- How should clinical work be assessed?
- Is it all worth the effort?
- Setting up a live client clinic: a checklist
- Further reading on clinical legal education
- Using a discussion board
- What is a discussion board?
- What are the benefits of using a discussion board?
- Why might I use a discussion board?
- Frequently Asked Questions (FAQ)
- Noticeboard
- General queries
- Social discussion
- Book reviews
- Course feedback
- Role play exercises
- 'E-tivities'
- Can discussion board postings be assessed?'
- How do you encourage use?
- Small group learning and teaching
- What is small group learning and teaching?
- What activities are suitable for small group work?
- What is an effective group?
- What is small group work good for?
- What are the benefits for teachers?
- What can go wrong and why?
- How can you make it work?
- How can small group work be assessed?
- What do students think about small group work?
- Student charter for effective small group work
- References and further reading
- How do I feel about the collaborative work we’ve done?
- Developing the creative curriculum: exploring learning styles
- Role play 1: the unopposed adjournment
- Role play 2: opposing bail
- Role play 3: pleading guilty and being sentenced
- Role play 4: a 'multi-hander' guilty plea
- Role play 5: committal to crown court
- Role play 6: possession and supply of drugs
- Role play 7: going equipped for theft
- Role play 8: in charge of a car when under the influence
- Problem-based learning (PBL) in law
- UKCLE problem-based learning working group
- What do we mean by reflection?
- Active learning in law schools: the community dimension
- Moving on: new initiatives, new resources
- Using problem-based learning to teach constitutional and administrative law
- Can the traditional law curriculum be delivered via clinical and experiential learning?
- Moving from lectures to transactional learning: simulating probate
- Peer assisted learning: the mentor's experience
- Exhuming human remains from case law: a report on the first dig
- Using an enquiry-based learning project to develop criminological understanding
- Beyond text in legal education
- SIMPLE: learning through simulations
- Multilateral negotiations as a forum for student role play
- From traditional lecture to block teaching in EU law: the student and lecturer experience
- Pot luck for students: tutor A or tutor B?
- Humanising legal education through valuing and nurturing multiple intelligences
- The culture of questioning techniques in the classroom
- Helping law students via spaces and performance
- Exhuming human remains from case law: the role of narrative research in legal education
- Learning in Law Annual Conference 2008: (Dis)integration...designs on the law curriculum
- Learning in Law Annual Conference 2008: (Dis)integration...designs on the law curriculum
- It's Land Law, Captain, but not as we know it: using drama to enhance large group learning
- Clinical legal education stream
- Creativity in the law curriculum
- Introducing legal clinics in Olomouc: the application of common law clinical models in a civil law system
- Clinical legal education
- Law schools and pro bono work: the public service and educational potential
- Clinical legal education: theory, practice and possibilities
- Law in action: learning through scripted role plays
- Teaching & learning strategies
- Effective learning and teaching in law
- Teaching legal ethics in context
- Teaching legal ethics: materials
- Teaching family law
- Islamic law bibliography
- Making sense of land law
- Teaching legal system
- Legal research: defining the concept
- Lesson materials and teaching aids
- Lesson planning, structure and content
- Recommended reading on teaching legal research
- Mooting
- Does mooting not simply reinforce black letter approaches to law?
- Why mooting?
- What can be assessed in a moot?
- What forms of moot can be used?
- How many students are required in a moot?
- Where does mooting take place?
- What are the advantages and disadvantages of using moots?
- Can mooting be staged throughout a course?
- Is mooting not resource intensive?
- Why do you want to assess a moot?
- What quality assurance issues does the use of mooting as an assessment component pose?
- Vocational legal education in Scotland: a model of partnership in action
- The competence of striving to be more than competent
- Practice makes perfect: use of practitioner led mooting to develop and enhanced student centred learning experience
- The role plays: tutor scripts
- Teaching human rights
- Integrating ethics into the curriculum
- Using narrative and clinical approaches to teach ethics
- Teaching legal ethics: references
- Resistance to teaching legal ethics
- Lesson planning, structure and content
- Checklist of legal research skills
- Checklist of materials for legal research
- Phasing instruction in information sources: skills
- Phasing instruction in information sources: materials
- Building links with practitioners, government agencies and universities through clinical aspects of legal education in Nigeria
- Mooting for learning: interim report
- Law in Action: integrating social justice issues into the curriculum using clinical legal education
- Teaching French law in England: from cultural clashes to inventive integration
- Carl Henry Piggott: guilty or not guilty? Addressing the absence of forensic science skills in law degrees
- Whose 'version' of the facts? Working on the margins of outsiders' stories and lawyers' theories of the case
- Multicultural clinical experience
- Is legal education working?
- Developing an Islamic law curriculum: resources
- Glossary of Arabic terms
- The good, the bad and the ugly
- Teaching legal research
- UKCLE nations mini site
- Legal education in Northern Ireland
- Legal education in Scotland
- 2010 conference: Moving forward: Legal education in Scotland
- Plenary: Legal education and the legal services market
- Workshop 1: A new approach
- Workshop 2: Teaching law to scientists, and science for the law curriculum: Forensic science
- Plenary session: The route to qualification: PEAT 2 and CPD
- Workshop 3: The role of the profession in providing legal education
- Workshop 4: Teaching law to scientists, and science for the law curriculum: Forensic evidence
- 2009 conference: Enhancing legal education in Scotland
- The Scottish legal education context
- 2010 conference: Moving forward: Legal education in Scotland
- Legal education in Wales
- UKCLE newsletter
- Issue 21: Autumn 2010
- Issue 20: Spring 2010
- Now We Are Ten
- Legal directions in Wales: an interview with John Griffiths AM
- Practice relevant legal education: lessons from the evolving 'City' Legal Practice Course
- Contingency and contested narrative: a threshold concept in legal education
- Beyond dead trees and defining the university 'experience'
- GGSL - the phoenix of legal education
- Previous issues of Directions
- Directions 19
- Directions 18
- Directions 17
- Directions 16
- The three most important characteristics of the English legal system: accidents of geography as much as history
- Maintaining standards whilst increasing flexibility: changes to the qualification process for solicitors
- Snails in bottles and language cuckoos...evolution in the law curriculum?
- De-mystifying Shari’a and Islamic law: a timely initiative
- Legal Wales: annual symposium 2007
- View from afar...a personal reflection
- Teaching business students law by virtual means
- Directions 15
- From education, education, education to skills, skills, skills!
- Current developments in legal education in Australia
- Clinical legal education and extracurricular law clinic
- How do law students decide where to apply to?
- 'On trial': tutor as silent witness
- Making choices about lawyers' ethics: integrating an ethical dimension into a simulation
- A profile of Avrom Sherr
- Directions 14
- Directions 13
- Musings from the Law Teacher of the Year 2006
- Making it happen: starting, sustaining and growing a law clinic
- The LPC is dead...long live the LPC
- Building the legal education gateway
- Education for sustainable development: what does it mean for legal education?
- Innocence projects: a perfect solution for clinical legal education?
- Directions 12
- Directions 11
- A quarrel far away? The Training Framework Review and the undergraduate law school
- Towards the death of French law schools?
- Wales and the Training Framework Review: even more problems?
- Tuning legal studies: can we find 'commonality'?
- Portrait of the online tutor as Thelonius Monk
- Philip Plowden - National Teaching Fellow
- Directions 10
- Challenges of teaching law to non-law students
- Time for reflection but deserving a response
- Assessing students on the Legal Practice Course
- Solicitor numbers still rising...
- Twin peeks at career expectations
- Legal education in Wales: opportunities and challenges
- Stop thief! Engaging young people with the law
- Directions 9
- Directions 8
- Recruitment strategies for law degrees: is the agenda achievable?
- At the point of qualification: reflections on the Law Society's Training Framework Review
- JustCite: exploiting legal metadata
- Counting the cost of the law degree
- Supporting postgraduates who teach: learning from our experience
- Welsh legal education: working together, succeeding together
- Directions 7
- Are we MAD? Introducing mooting and debating at a law firm
- Law Student 2000: prelude to the finale
- The pleasures of age: a mid-term report on the nature of innovations and innovators
- Research matters: learning, teaching and the role of research
- Building on new foundations
- BAILII: the cream of legal datasets
- New opportunities, but where's the will (or the money)?
- Getting access: access to land and the right to roam
- Directions 6
- Directions 5
- Directions 4
- Directions 3
- Directions 2
- Directions 1
- Directions News
- People in legal education
- Contributing to Directions
- Useful guides for new law teachers
- Useful links for law teachers
- Assessment & feedback
- Events
- Projects
- Funding & other support
- Current projects
- Developing an Islamic law curriculum
- Developing research-based learning and teaching approaches through the innovative use of technology
- Access to legal work experience and its role in the (re)production of legal professional identity
- The pedagogic impact of law school sabbaticals
- Toolkit for law teachers
- The internationalisation of law degrees and enhancement of graduate employability
- E-learning evaluation resource pack
- The Islamic Studies Network Project
- Teaching of statute law: research into provision of current methods and provision of teaching aids
- The National Student Survey
- Past projects
- Academic misconduct in legal education
- The impact of formative assessment on student learning
- Practitioner perspectives on legal education and training
- Autonomy and the ability to learn
- Mapping best practice in clinical legal education
- Getting started with e-portfolios: University of Cumbria
- Law Student 2000
- The use of empirical legal research in the undergraduate curriculum
- Using e-portfolios in legal education
- Teaching feminist perspectives on law
- Mooting for learning
- Formative feedback: use within law programmes
- Teaching legal ethics in contextualised settings
- Developing legal research methods
- A practice survey of the teaching, learning and assessment of law in undergraduate medical education
- Developing an e-learning resource for OSCOLA
- Law Student 2002: a profile of law students in Scotland
- It's SIMPLE: the SIMulated Professional Learning Environment
- Law and engineers: intellectual property in the engineering syllabus
- SIMPLE: innovative learning across the professions
- Preparing black Caribbean students for the legal profession
- Mapping legal education in Wales (MaLEW)
- Hitting the ground running? Preparing students for practice
- Enterprise in Law project: EC law at Middlesex
- Playing safe: learning and teaching in undergraduate law
- UKCLE Associates Scheme
- Open educational resources in simulation learning
- Awards for learning and teaching
- Enterprise in Law
- ETHICS (Ethics Teaching Highlighted In Contextualised Scenarios)
- Enterprise in Law project: EC law at Middlesex
- Law Student 2000: the final questionnaire
- Ethnic Minorities Law Net
- Teaching environmental law
- Evaluating e-portfolios in law: 2006-07
- Evaluating e-portfolios in law: 2007-08
- Developing global citizens through legal education
- Lawlinks upgrade
- Lawpaths: helping law librarians to deliver skills
- Applying behavioural science to legal education
- Exploring comparative marking
- Good practice in sharing resources in law
- Supporting the use of the SIMPLE application
- Virtual learning environments in legal education
- Vocational Teachers Forum
- Students