Law and criminal justice education: skills and engagement the ‘MiniTrial’ project engaging pupils and students in mooting and other mock courtroom exercises

Based on the title of this paper, some of you may have an idea of the types of areas that will be covered in this session, however for the avoidance of doubt I will start off with a some context that should allow us to focus on the same direction; something we can use as a springboard for the interactive part of the session later on.
Education and teaching; the pedagogical side of things that Higher Education Institutions do on a day to day basis has always interested me, although it gradually began to interest me more and more as I completed my own postgraduate certificate in Teaching and Learning in Higher Education between 2008 and 2010, when having to hold discussions with other lecturers and tutors about their teaching methods, and having to complete assessments relating to issues such as innovative teaching and assessment methods, engaging students whether in large or small groups etc.
I’ll be the first to admit that at that stage as a young lecturer, having only started teaching in 2007, this was not something I had until that point put a great deal of thought into. I was taught using lectures, tutorials and seminars therefore I taught using lectures, tutorials and seminars. I was assessed through examinations, essays and oral presentations therefore I assessed my students using examinations, essays and oral presentations.
The problem with this is of course, that whilst developing skills in writing essays and presenting information (as well as the associated research skills) is important and useful, it often does not go far enough in developing specific practical skills that lawyers and criminal justice professionals have to use throughout their careers. Nor does it really engage students with the subject area in any meaningful way beyond basic theory.