Abstract
The transition to higher education for any student is a very important step. This case study will consider how students are supported and established pedagogically, developing the confidence to progress during their transition to the School of Law. The intensive three-week duration ‘Legal Skills and Systems Module’ is the focus for this chapter. Four key rationales for the module will be examined, first as an induction process for students supporting integration into the school and wider university community. The second rationale encourages students to become independent and autonomous learners engaging with, and reflecting on, their learning experience. Third, students are introduced to the key legal and academic skills that law students will need during the LLB degree programme. The module not only identifies and promotes understanding of the skills, but also provides an opportunity to practice and apply them. Finally, the module provides the foundations for future legal studies by supporting student engagement with the resources and skills allowing the students to develop confidence for the future. The approach of the module helps students to identify and recognise the change in expectations from secondary education and recognises the diversity of students entering higher education.
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Notes
- 1.
Academic Tutor meetings occur on a termly basis and are 1 to 1 meetings. Student wellbeing, careers and academic matters; assessment and feedback are some of the many items for discussion.
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Hague, L. (2023). The Transition to Law School: A Case Study. In: Jones, E., Strevens, C. (eds) Wellbeing and Transitions in Law. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-27654-5_3
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