1. Public Law in Context – practical approaches to teaching and engaging students in the classroom Chris Monaghan, Senior Lecturer in Law The School of Law, University of Greenwich

2. What is Public Law It covers QLD Subject Administrative Law The Constitution System of government 30 creditsCompulsory

3. Why this title, why this paper? I have taught Public Law since 2009 at a number of UK universities – at levels 4,5 and 6 on the LLB and GDL programmes. Experienced different techniques of teaching Public Law – in terms of: (i)Student engagement (ii)Inspiration (iii)Realism (iv)Knowledge transfer Since joining the Law School I wanted to develop a project that I have been working on at a previous institution.

4. Why this title, why this paper? In the recent Legal Education Training Review Report (2013) Public Law scored poorly when contrasted with the other QLD subjects:  Barristers scored Public Law 9 th out of all subjects and 5 th out of all QLD subjects.  Solicitors scored Public Law 11 th out of all subjects and 5 th out of all QLD subjects  CILEx Members scored Public Law 10 th out of all subjects and 4 th out of all QLD subjects.  Out of all the respondents Public Law was 11 th out of all subjects and 6 th out of all QLD subjects. But why does this matter? Changes to way law is taught – new opportunities & challenges

5. Not your average ‘law’ subject Requires some understanding of: (i)Political theory (ii)Contemporary politics (iii)Constitutional history (iv)Comparative constitutions (v)The judicial system (vi)Administrative justice (vii)Political and legal constitutions (viii)Common law constitutionalism

6. My hypothesis The use of different techniques can be successfully utilised to ensure that students engage with Public Law. The use of core legal skills such as advocacy, drafting of legal documents and preparing client advice can improve student engagement and confidence in the study of Public Law. This will have an impact on the way that students perceive their own level of inspiration and attainment

7. Scope of Paper Term 2 ‘Judicial Review’ Creation of realistic scenarios & incorporation of key skills. Role play activities Survey at beginning of term 2 & at end of term 2 to measure effectiveness

8. Term 2: Judicial Review Public Law taught over two terms: 1.Constitutional Law 2.Administrative Law (Judicial Review) Greenwich has always taught Administrative Law using realistic case studies and key skills. I want to develop this further to introduce skills in each session & focus on student engagement.

9. Creation of realistic scenarios & incorporation of key skills The discovery of a king’s remains; The failings at a privately run rehabilitation and treatment centre; and The decision to refuse permission to hold a concert in a quiet village.

10. Incorporation of key skills SeminarKey Skill Judicial Review I: Procedure and Standing Drafting a counsel’s opinion – using a template. Judicial Review II: IllegalityGroup work – producing an answer plan based on a scenario concerning the discovery of a king’s remains. Judicial Review III: Procedural Impropriety Draft skeleton argument Judicial Review IV: Bias and Legitimate Expectation Draft skeleton argument Judicial Review V: Unreasonableness and Proportionality Preliminary Hearing Judicial Review VI: ConsolidationFull Hearing

11. Showcase – 4 weeks of work Procedural Impropriety seminar - draft skeleton argument Bias and Legitimate Expectation seminar - draft skeleton argument Unreasonableness & Proportionality seminar - preliminary hearing Consolidation seminar - full hearing

12. Incorporation of key skills Group work/ Team work Commitment to task over 4 weeks Advocacy – confidence in verbal legal reasoning. Drafting skeleton arguments/ counsel’s opinion – confidence in drafting concise and accurate legal argument.

13. Taking Public Law out of the classroom Use of course twitter account @PublicLawUoG Set up Public Law in Action in November 2014. Aims: (i)To inspire (ii)To engage (iii)To inform To demonstrate that Public Law is relevant, accessible and has real life application. 29 members so far… approximately 18,000 word submission to Parliament. This is extra-curricular. What next? Conference & Election 2015. Tangible impact on learning? Will be surveying the students to ascertain this.

14. Evidencing the need for this 1)Experience at a previous institution and effect that it had on student engagement and inspiration (teaching feedback); 1)Level of interest & engagement from Greenwich students in Public Law in Action – response to ‘A new Magna Carta?’ – applying law/politics to real issues. 2)Survey results from January 2015.

15. The lawyers – acting for the Government and the applicants Time management was key The judges – who were expected to write up their judgments in full The ‘court room’

16. Evidencing the need for this 4) To demonstrate relevance of the subject matter to everyday lives and legal practice. 5) To counter the perception that Public Law is ‘boring’. Hardest challenge to overcome – takes 2-3 weeks on average. 6) Combating 4 & 5 goes have a direct impact on student confidence, engagement and willingness to learn.

17. Questionnaire – January 2015 SHOWCASE Asks students about: 1.Engagement with course twitter account 2.Engagement with e-lectures/podcasts 3.Learning preferences/importance 4.Usefulness of engaging with Public Law in Action (separate survey March 2015) 5.Perceived importance of key skills, role play, advocacy, drafting exercises 6.What is their preferred learning method.

18. Questionnaire – April 2015 Will ask students to reflect on their studies in term 2: 1.Did they find the interactive seminars useful in terms of facilitating their learning 2.What affect did this have on their own engagement with the material 3.Reflect upon their confidence with the material and academic aspirations 4.Contrast tradition seminars with interactive seminars

19. Where next? Reflect upon both surveys and ACH questionnaire that all students will complete in term 2. To see if there is any correlation between incorporation of key skills and realistic scenarios – both positive and negative.