Some approaches to blended learning from the School of Law Penny Tongue, BLU VARK: An exploration of law students’ learning styles using Vark: Undergraduate and Postgraduate students were asked to complete the VARK questionnaire at the beginning of the academic year. The results have been analysed and focus groups of both undergraduate and postgraduate students held with a structured set of discussion questions. The initial research has shown that more mature students tend to have more varied learning styles. Postgraduate students with work experience tend to have the widest range of learning styles. It appears some subject disciplines are more likely to result in a broader approach to learning than others. Undergraduate students come with a varied range of learning styles, often younger students demonstrate a wider range. The hypothesis behind this analysis is to develop a broader range of teaching materials to offer a wider variety of learning approaches than is traditionally offered in law teaching using blended learning strategies of visual and audio technologies in addition to the more common written word. SKILLS: The study of law requires the development of both generic interpersonal skills and specific legal skills. A Level 1 module, Legal Method and Skills, provides the vehicle for the introduction of some specific legal skills. Blended learning is used to support student development of these skills through Studynet. Examples of good/bad approaches are offered, for example on debating and mooting, writing CVs, referencing academic work. Exercises are placed on Studynet for students to complete with deep linking into relevant legal databases and journals. The School of Law also offers a Law Clinic in which students give free legal advice to UH staff and students under supervision from experienced practitioners. Further legal research and interpersonal skills are developed through the Clinic. The Legal Practice Course (vocational programme for intending solicitors) contains all essential lawyering skills and development of these is supported through blended learning with opportunities to observe and reflect upon individual development. Multiple Choice Self Test Questions Find Report LC290 of 2004 (Partial Defences to Murder), and look at the table of contents. By looking at the listing for Part 1: Introduction and Summary, find out which of the following is NOT an area covered by the recommendations: Provocation Excessive use of force in self defence Acting under the influence of alcohol or drugs Diminished responsibility These are used across many modules usually with hypertext links to relevant resources for students to check before attempting to answer the questions. Digital Voice Recorder: This very useful device is used to capture essential elements of classroom teaching, for example worked outline answers to past exam questions accompanied by powerpoint slides, recording of option choice talks to allow students to revisit prior to selection and revision sessions of key points of topics.