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My approach

My teaching focuses on shaping students’ early experiences of studying law in ways that build confidence, curiosity, and a strong sense of belonging.

My approach is grounded in the belief that students learn best when they feel supported, known, and genuinely welcomed into the discipline. I designed the intensive Legal Systems module with this principle at its core, in response to the challenges many students face when transitioning into legal study. I also convene the year-long Criminal Law module, where improvements in student engagement and progression have been closely linked to my curricular design and approach to assessment.

Reducing anxiety and building confidence sit at the heart of my teaching. I create structured, supportive learning environments that encourage students to take intellectual risks and see challenging material as a normal and rewarding part of learning, rather than something to fear. Even within large cohorts, I place strong emphasis on building individual relationships with students.

My student-centred approach to assessment was developed through my Legal Education Café, working collaboratively with students to understand the pressures they experience around coursework. This led to a seven-step formative support framework, including an “assessment menu” and “feedback buffet,” giving students greater choice and agency in how they learn and use feedback. In Criminal Law, I combine creative assessments, such as video and client-advice exercises, with more traditional forms of assessment.

Beyond formal teaching, I offer a range of inclusive learning spaces, including small-group Law Chats and Criminal Conversations, skills workshops, and creative initiatives such as the OSCOLA Referencing Escape Room. I am a co-author of a widely used legal skills textbook and, as a Senior Fellow of Advance HE and external examiner, I contribute to teaching and learning practice nationally through conference presentations, case studies, and workshops.

Ultimately, my aim is that students leave my classes not only with a strong understanding of law, but with greater confidence in themselves as learners.

My modules

Legal Systems (LAW1053)

Legal Systems is a four-week condensed module that provides students with the knowledge and skills they need to make an effective and confident start to their study of the law. The module introduces principles of the English Legal System using everyday examples of the law in action to make the study of legal concepts accessible and engaging for new students. It has a strong ‘learning by doing’ focus and the lectures are supplemented by interactive tutorials based upon the completion of practical tasks including negotiation and jury deliberations. The module covers core ‘lawyering’ skills to help students to ‘think like a lawyer and argue like a lawyer’ as well as equipping them with the research and writing skills they need from the very start of their legal studies.
 

Criminal Law (LAW1056)

Criminal Law is a year-long module that covers the fundamental principles of criminal liability and a range of offences and defences. It combines study of case law and legal principles with examples of criminal behaviour taken from contemporary and historic news stories and fictional accounts of crime and criminality. Students are encouraged to think critically about the purpose of criminal law in society and the nature of conduct that is criminalised. The module uses a range of assessments methods: students compile a case file and advise a ‘real’ client and work in groups to make a video as well as producing more traditional analytical written work. Great emphasis is placed on ensuring that students feel supported to study the module with confidence with optional extra sessions provided to help students to find their voice in tutorials, to strengthen problem solving skills and to deepen understanding of complex case law. The module also uses the formative buffet and feedback menu to encourage students to engage with formative assessment opportunities.