“TOWARDS A CURRICULUM FOR AN EDUCATIONAL LAW DEGREE” ALT Conference - April 2017   “TOWARDS A CURRICULUM FOR AN EDUCATIONAL LAW DEGREE” Accalia Atkinson-Payne, Winchester University Accalia.Atkinson@winchester.ac.uk Dr Lars Mosesson, Bucks New University Lars.Mosesson@bucks.ac.uk

“TOWARDS A CURRICULUM FOR AN EDUCATIONAL LAW DEGREE”   Our view is that designing an educational curriculum is not just a matter of listing topics, but must address and integrate four overlapping & interconnected issues: What is the purpose of an educational Law degree? B. What content should it have? C. How should it be delivered? D. How should it be assessed?

A. The Purpose of an Educational Law Degree   The foundations for designing the degree What are we trying to achieve through running a Law degree? How do we want the students to change and grow through the experience? 1. Knowledge Surface knowledge > Deep knowledge > Understanding - of the Law & about Law 2. Skills How to use the law, how to do Law = Law as an activity a. i. Analysis - ii. Research & selection - iii. Application, problem-solving, communication b. i. Words & language – ii. Technical – iii. Interpersonal 3. Attitude Willing, wanting & able to engage, explore, think, be challenged, challenge, grow, share, respect, fail, see anew, take responsibility, have confidence, develop disciplined creativity … 

B. The Specific Content of an Educational Law Degree   Specific educational issues in a Law degree QLD prescribes, but only the outline & not the approach or detail Balance essentials of Law - with strengths & interests of academics - and of “the market” 1. Compulsory (core) subjects? Should there be any? = if so, which ones? In substantive Law & beyond it 2. Optional subjects In Law & non-Law

C. The Delivery of an Educational Law Degree   Our job is not primarily to transmit information - but to explain & interpret - & inspire & empower Variety of adult students & variety of ways they may learn - Balance these factors … with Discipline of Law Lectures, seminars, tutorials, workshops, independent research, discovery… All have their places, if used well! Think through why we are using each of them.

D. The Assessment of an Educational Law Degree   “A culture of assessment breeds a culture of dependency” What are we trying to assess? Assessing understanding & skills & attitude, not mere knowledge How do the assessments tie in with and effect the purpose, content & delivery? How should and can we achieve this? - Variety is desirable: - E.g: Written unseen examinations, open-book or seen written examinations, take-home assessments (e.g. 24-hour), oral examinations, coursework, presentations, mooting, reflective logs …