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Original Articles

The bar vocational course at the college of law: A study in curriculum coherence

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Pages 172-195 | Published online: 09 Sep 2010

  • 29 September 1995 . “ The General Council of the Bar, Validation Steering Committee ” . In Application Procedure To Be Validated To Offer The Bar Vocational Course, Course Specification Guidelines , 29 September , London : hereinafter “BVC Guidelines .
  • The General Council of the Bar . 31 March 1995 . Validation Consultation Paper 31 March ,
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  • Nathanson , Stephen . 1998 . “Designing Problems To Teach Legal Problem‐solving Skills” . California Western Law Review , 34 : 325 For an analysis of what makes “good problems”
  • Nathanson , Stephen . 1992 . “Creating Problems For Law Students: The Key To Legal Problem Solving?” . Journal of Professional Legal Education , 10 : 1
  • Stewart , Russell . 1979 . Curriculum Development For The Practical Legal Training Course Sydney 32 On problem solving as the primary goal of legal education
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  • Brown , George , Bull , Joanna and Pendlebury , Malcolm . 1997 . Assessing Student Learning in Higher Education 181 London
  • Marcherti , Elena . 1997 . “The Influence on Assessment in a Law Program on the Adoption of a Deep Approach To Learning” . Journal of Professional Legal Education , 15 ( 203 ) : 210
  • Barrows , Howard . 1985 . How To Design A Problem‐based Curriculum For the Preclinical Years New York Training groups led by a facilitator/teacher are used extensively in problem‐based learning (PBL). The way they work is described in detail
  • Marton , Ference and Ramsden , Paul . 1988 . “What Does It Take To Improve Learning” . In Improving Learning: New Perspectives Edited by: Ramsden , P. 280 London Although it must be emphasised that creating assessments that validly test higher‐level skills is a difficult exercise
  • Stephen Nathanson is Professor, College of Law, London and Associate Professor, Faculty of Law, University of Hong Kong. He serves as consultant to the College of Law in the design of its Bar Vocational Course (BVC) and worked with his co‐author on designing the BVC and training staff in design and teaching skills.
  • Suzanne Fine is Head of the Bar Vocational Course at the College of Law and leader of its design team. She directed the College's application to the Bar Council for validation of the BVC, planned and organised the development of the course, managed its delivery and participated as one of its teachers. The authors are grateful to the two anonymous referees who provided many helpful comments on an earlier version of this paper and to the BVC teachers whose creativity and hard work made possible the successful application of the design concepts discussed in this paper.

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