Alex Illsley

As an Oxford graduate, I am a strong advocate of a tutorial-style approach to legal learning. This involves a strong emphasis on independently reading key sources such as cases and statutes, and coming to a lesson having already developed preliminary views on the major issues involved in the reading, and using the lesson principally as a forum for debating the reasoning deployed in particular cases and clarifying some of the trickier legal points. I would also propose to set some written work on which I could provide feedback in order to help my students with their legal methodology and writing style - both crucial for exam success.

As we are a common-law jurisdiction, I would encourage my students to read cases (rather than textbooks) as the best way to understand how the law actually works in practice. Getting people reading cases offers the best possible introduction to legal reasoning, ensuring that students understand the oftentimes nuanced common law approach far better than textbooks or legal guides can. Such an approach also sets law students up to be better lawyers in the long run: understanding primary sources of law helps hone debating and advocacy skills. It also helps students become more skilled researchers. For those who might want to progress into a master's degree, or prepare a university dissertation, there is absolutely no substitute for reading and analysing statutes. For these reasons, I think my approach - focusing on primary sources and in-depth legal analysis - offers students the best set up for whatever their future goals may be.