This new course offers an overview to teaching the OCR A-level Law specification for anyone in their first 2 years of teaching the course or for OCR A-Level Law teachers wanting to improve their understanding and enable their students to achieve higher grades. The sessions are designed to improve delegates’ understanding of the OCR specification and ensure that candidates have the best opportunity to maximise their potential grades.
Delegates will receive new teaching approaches as well as key guidance in how to develop examination techniques in OCR A-level Law to maximise students’ success when delivering the course for the first time.
Although aimed at teachers of OCR A-Level Law, the course will be of benefit to those teaching other exam boards.
BENEFITS OF ATTENDING
Providing new teachers of A-level Law the materials and confidence to deliver effectively across the ability ranges
Providing teachers with an insight into the content, exam structure and how to improve student performance.
Take away in depth understanding of the key challenge areas and how to teach them
Understanding of how to encourage independent learning and differentiating strategies to stretch students’ knowledge in preparation for the exam.
Obtain excellent understanding of the complexities of the OCR A-Level Law specification
Gain insight into the content, the exam structure and how the exams are marked
The challenges and what to expect from students
10.00 – 10.30am
An overview of the specification content and assessment procedures
Identifying and meeting the key challenges of the course
Ensuring a successful start for students in becoming independent learners
Supporting students to develop good examination technique with the ability to deconstruct questions
Component 1: teaching the legal system and criminal law
10.30 – 11.30am
Teaching strategies to develop students’ competence in using legal skills, legal issues and the English legal system
Analysing legislation by applying the rules and principles of statutory interpretation and case law by applying the doctrine of precedent.
Recycling component materials to reduce the workload across both topics
Scrutinising the most challenging areas of the Criminal Law component
Analysing a factual scenario by identifying the key facts from which legal issues arise – the key requirements to achieve the higher grades
How to use legislation and case law to meet the marks of the set question.
What is the examiner looking for in the top grades?
11.30 – 11.45am
Teaching component 2: law making and the law of tort
11.45 – 12.45pm
How to support students approach analysis and application with the ability to identify and breakdown into constituent parts.
Teaching strategies to formulate a reasoned argument to support a particular proposition
Approaches to construct clear, concise and logical legal arguments
Constructing persuasive arguments
How to answer the short 8/12 markers and the 20 mark extended questions.
The most challenging areas of the Tort Law component, analysing a factual scenario by identifying the key facts from which legal issues arise – the key requirements to achieve the higher grades
12.45 – 1.45pm
Focus on component 3: The nature of law and contract
1.45 – 2.45pm
Applying legal knowledge to scenario-based situations and gain a critical awareness of the present state of the law of contract.
Developing skills for learners to understand the central elements of contract law from the formation of contracts to their enforcement.
Writing frames to construct exemplary answers
Analysing a factual scenario by identifying the key facts from which legal issues arise in contract.
Breaking down the key elements to give a structured answer
Contract Law: How much case law is required to achieve a top-grade answer?
Keeping abreast of contemporary authority and principles for the exam
2.45 – 3.00pm
Preparing for the Exams
3.00 – 3.30pm
What examiners expect to see in higher level responses in both essays and scenario-based questions
Examples of good and less good responses.
Understanding legal application at A-level.
What are useful tools for revision
Question and question types- We will explore past exam questions and looking at trends in answers
How to encourage learners to use their time effectively in the exam
Gemma Shepherd-Etchells is a non-practising solicitor, Gemma has been teaching to legal professionals, undergraduates and A-Level Law students for 14 years. She also examines and works developing professional legal qualifications and course materials for law graduates
WHO SHOULD ATTEND
New Teachers of A-Level Law
Teachers just entering their second year of teaching A- level Law
Teachers lacking in confidence in the qualification may also benefit
Teachers changing exam boards
THIS COURSE INCLUDES
A specially prepared folder of detailed notes, practical advice and guidance
Notes prepared by the educational experts leading the course