Specific Legal Texts
Finch & Fafinski, Legal Skills (2007, 3rd Ed. Oxford University Press)
Carr, Carter and Horsey, Skills for Law Students (2010, Oxford University Press)

General Texts
Cottrell, S. (2008) The Study Skills Handbook. 3rd ed Basingstoke: Palgrave Macmillan
Kirton, B. (2011). Brilliant Workplace Skills for Students & Graduates. Prentice-Hall
Trought, F. (2011). Brilliant Employability Skills: How to stand out from the crowd in the graduate job market. Prentice Hall

Access to appropriate texts, legislation and case law.
Module study guide.
Computing facilities will be needed to access material available on the web and specialist on-line databases.
Students Union¿s Enterprise Society/ NACUE (National Consortium of University Entrepreneurs) and SAP (Students Union Students as Academic Partners) Employability Skills Project
External speakers and organisations
Access to the Internet
Access to Blackboard/vle

The emphasis is upon 'learning by doing', where learning takes place through personal experience, social interaction and reflection. The learning programme is reflecting the view that learning can take place outside as well as inside the classroom. It will facilitate interaction with the world of business as the module progresses. In addition, students will also have the opportunity to 'try out' these skills within their own subject specialisms.

Learning will take place in fortnightly 1 hour large group sessions and 1 hour 30 minute workshops which will also run on a fortnightly basis.

The large group sessions are designed to disseminate key information and ways of learning to the students as well as enabling external speakers to contribute to the SGEP. They will also create the forum for career-based activities and talks in addition to other events organised within the Law School and University. The workshop sessions are designed to facilitate the delivery of a skill in abstract and also the practice, development and mastery of that skill on a number of activities drawn from the L4 modules. The development of the skills should then be furthered by the module teams in their tutorial sessions.

This learning strategy is also underpinned by a Skills Focus Day within Level Four welcome week. This lays the foundations for the development of the skills programme over the rest of the year and constitutes an event for the purposes of the SGEP.

Directed study and independent learning: principally this will consist of follow up tasks from the large group sessions and workshop sessions. These tasks are integrated into the programme of learning guidance in the Study Guide and also via further reading references and workshop handouts

10 hours of large group sessions
15 hours of workshops
125 Independent Learning
TOTAL LEARNING TIME 150 hours

1. Attend a series of interactive student-centred Skills Workshops, which will include the appreciation and development of CV writing, study skills, employability skills, presentation/communication skills.

In particular students will review the skills and qualities they already possess, with reference to how these skills relate to those skills and attributes regarded as critical by employers. Legal study skills will be specifically focused on authentic learning and include:

- Identifying, locating and retrieving legal materials using appropriate sources including both paper-based and electronic
- Effective reading and analysis of primary and secondary materials
- Evaluating and authenticating primary and secondary materials including web-based resources
- Writing in academic forms and wider learning skills such reading, note-taking, time management, effective use of feedback
- Problem solving and analysis
- Referencing of academic resources and the University's Regulations on Academic Misconduct
- Professional Writing
- Client Interviewing and Negotiation
- Team Work and Leadership
2. Attend a series of events (minimum of 5). These may include:
- University-wide events and lectures - programme specific and/or industry related to any area of the University curriculum,
- Events external to the University which are either relevant to the core Law Programmes and/or of interest to the student (e.g. plays/films/concerts, public lectures, court visits, law competitions, exhibitions)
3. Make a presentation as part of a team and reflect on this in the portfolio
4. Create a personal development statement as part of a reflective portfolio

To satisfactorily complete the module the student is required to record and reflect upon his/her learning experiences gained inside and outside the classroom; the latter primarily being work-related/ work-environment experiences. This is achieved through the use of a personal development portfolio; (where feasible produced in electronic format, for example Pebblepad). The portfolio is expected to include:

- A personal development statement/review
- Reflection on skills development and review areas for further personal career development especially those focusing on written and oral skills essential for the study of Law
- Annotated bibliography demonstrating legal research skills and attributes in relation to a given area of legal reform
[Learning Outcomes 1-5]
- Presentation Work evaluated through a Negotiation Exercise
[Learning Outcomes 1, 2, 3 & 5]

The Portfolio and Skills Assessment will constitute 100% of the final Assessment Strategy

There are formative assessment points during the semester for the student to receive feedback on their personal development statement/review and progress from an assigned tutor. This will give them an indication of their current performance in relation to the Learning Outcomes before submitting the PDS for summative assessment. The portfolio is submitted at the end of the module for assessment.

The student will be expected to attend a number of events attended as directed by the module team and will be drawn from events embedded within other Level 4 modules, Law School and University events along with external events. These events may vary according to student need and timing of occurrence, but will be considered as being suitable and beneficial learning opportunities. Each Portfolio entry will involve a description of the event, what was learnt from it and how it impacts on a student¿s aspirations/ thoughts on the development of career skills. Students should also draw on personal learning from across their programme.

Tutors will determine the number of events to be included in the Portfolio, which will be communicated to the student at the outset of the module. Specific references should be made in the reflective portfolio to describe international/global aspects relating to either their study programme and/or to events attended and their relevance in the global context.