Law Summer School - Detailed Outline (Online)

This page provides a detailed outline of the online Law Summer School, a five-day course for students aged 15–18 who are interested in law, curious about how legal systems work, or beginning to think about future study in the subject. The programme offers a broad introduction to English law, moving from criminal responsibility and courtroom advocacy to contracts, civil liability, and family law.

The course is designed to give students a serious but accessible introduction to legal reasoning. Rather than focusing on exam technique, it emphasises discussion, analysis, argument, and application. Students work with real and hypothetical cases, explore difficult questions about justice and responsibility, and practise applying legal principles to complex factual scenarios.

Teaching takes place through fully live online seminars, structured discussion, problem-solving exercises, negotiation tasks, and advocacy work. Across the week, students develop skills in legal analysis, interpreting legal principles, persuasive argument, teamwork, and clear communication.

Prefer to view and download the PDF version of the Law Summer School outline? You can do so here.

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Day One - Crime, Responsibility and the Law of Homicide
Day Two - Crimes Against the Person and the Art of Advocacy
Day Three - Contract Law and Negotiation Skills
Day Four - Civil Wrongs, Negligence and the Limits of Free Speech
Day Five - Family Law, Parenthood and Changing Societies

Across the week, students explore murder and manslaughter, criminal defences, offences against the person, courtroom advocacy, contract law, commercial negotiation, negligence, defamation, marriage and divorce, parenthood, and assisted reproduction. By the end of the course, they should have a clearer understanding of how lawyers analyse problems, build arguments, and connect legal rules to wider questions about society, morality, and justice.

Please note that for some groups, sessions may run in a different order.

10.00 - 12.30 The Foundations of Criminal Law - What Makes Someone Guilty

The course begins with an introduction to the English legal system and some of the fundamental questions underlying criminal law. Why do societies make certain actions criminal? What is the purpose of punishment, and how does criminal law differ from civil law? Students explore the relationship between law, morality and justice, and consider how legal rules are created and interpreted.

The morning then turns to the essential elements of criminal liability. Students examine the concepts of actus reus and mens rea, the physical and mental elements of a crime, and investigate the different ways in which intention, recklessness and responsibility may be established. They also consider strict liability offences, where a defendant may be convicted without proof of criminal intention.

Building on these foundations, students begin their study of homicide, focusing on the legal definition of murder. Through case studies and practical problem questions, they explore how the law distinguishes between different states of mind, and why apparently straightforward questions about intention and causation can produce surprisingly complex legal arguments.

12.30 – 1.30 Lunch

1.30 - 3.30 Murder, Manslaughter and Criminal Defence

In the afternoon, students examine the distinctions between murder and manslaughter, considering why the law treats different forms of unlawful killing differently. They explore the role of intention, recklessness and negligence in determining criminal responsibility, and consider whether the legal distinctions always reflect our moral intuitions about blame and punishment.

The session then turns to criminal defences. When should the law excuse someone who has committed an otherwise criminal act? Students examine concepts such as self-defence, duress, intoxication and loss of control, with particular attention to the difficult question of when the use of force can be justified.

Throughout the afternoon, students are encouraged to test legal rules against challenging hypothetical situations, constructing arguments and considering alternative interpretations. This provides an introduction to one of the central skills of legal study: applying abstract principles to complicated and often ambiguous factual circumstances.

10.00 - 12.30 Assault, Battery and Grevious Bodily Harm

Day Two continues the exploration of criminal law, moving from homicide to offences against the person. Students examine the distinctions between assault, battery, actual bodily harm and grievous bodily harm, considering how the law classifies different forms of violence and personal injury.

What distinguishes an assault from a battery? When does an injury become sufficiently serious to constitute grievous bodily harm? How important is the defendant's intention, and can someone be criminally responsible for consequences they never anticipated? By examining leading cases and working through practical problem questions, students develop their ability to identify the relevant legal principles and apply them to unfamiliar situations.

The morning concludes with an introduction to criminal advocacy. Students consider the role of barristers in the justice system, the responsibilities of prosecution and defence lawyers, and the importance of presenting evidence accurately and persuasively. This prepares them for the practical advocacy exercises in the afternoon.

12.30 – 1.30 Lunch

1.30 - 3.30 Courtroom Advocacy - Building a Case and Questioning Witnesses

The afternoon focuses on the practical skills of criminal advocacy. Working with a set of fictional case papers, students take on the role of barristers preparing for trial. They analyse witness statements, identify strengths and weaknesses in the evidence, and consider how best to construct a persuasive case on behalf of their client.

Students are introduced to two of the most important techniques of courtroom questioning: examination-in-chief and cross-examination. They explore why lawyers use different types of questions when presenting their own witnesses and challenging those of the opposing side, and how apparently small choices of wording can have a significant impact on the evidence heard by a court.

Through practical questioning exercises, students have the opportunity to develop their own advocacy skills, learning to formulate clear questions, respond to unexpected answers and pursue a coherent legal argument. The emphasis is on careful preparation, precise reasoning and persuasive communication rather than theatrical courtroom performances.

10.00 - 12.30 Contract Law - When Does a Promise Become Legally Binding

Day Three marks the transition from criminal to civil law, beginning with an introduction to the fundamental differences between the two systems. Students consider how civil disputes are resolved, what remedies are available to successful claimants, and why the standard of proof differs from that used in criminal trials.

The focus then turns to contract law, one of the most important foundations of commercial and private legal relationships. Students explore the essential elements of a valid contract, including offer and acceptance, consideration, capacity, legality and the intention to create legal relations.

Although contracts are a familiar part of everyday life, determining whether an agreement is legally enforceable can be surprisingly complicated. Can a verbal promise create a binding contract? Are advertisements legally enforceable offers? Can children enter into contracts? Through leading cases and practical examples, students investigate how courts resolve these questions and develop the analytical skills needed to identify whether a valid contract exists.

12.30 – 1.30 Lunch

1.30 - 3.30 Commercial Negotiation - Finding the Best Deal

In the afternoon, students explore negotiation, an essential skill for lawyers working in almost every area of civil and commercial law. They consider how solicitors represent their clients' interests, why negotiations can be preferable to litigation, and how successful agreements depend on a combination of legal knowledge, strategic thinking and effective communication.

Students then take part in a practical contract negotiation exercise, representing clients with different priorities and objectives. Working with confidential instructions, they must identify the issues that matter most to their client, assess the strengths and weaknesses of their position, and negotiate with the opposing side to reach a workable agreement.

The exercise demonstrates that legal practice is rarely about simply knowing the correct rules. Lawyers must also make tactical decisions, anticipate competing interests, and balance the desire to secure the best possible outcome against the need to reach an agreement. Students gain experience of the challenges of commercial negotiation, while developing skills in persuasion, compromise and strategic decision-making.

10.00 - 12.30 The Law of Negligence - Who Is Responsible When Things Go Wrong

Day Four introduces students to tort law, the area of civil law concerned with legal responsibility for harm caused to others. Unlike contract law, which focuses on obligations voluntarily undertaken between parties, tort law deals with duties imposed by law, raising difficult questions about responsibility, compensation and fairness.

The morning concentrates on negligence, one of the most significant areas of English tort law. Students examine the principles of duty of care, breach of duty, causation and remoteness, considering when an individual or organisation should be held legally responsible for an injury or loss.

Through leading cases and practical problem questions, students explore the difficulties involved in determining what constitutes reasonable care. Should inexperienced people be judged by the same standards as experts? How far should responsibility extend when the consequences of an action are unexpected? And when should the law impose a duty to protect other people from harm?

These questions provide an opportunity to develop the careful, structured reasoning that is central to legal analysis, while also considering the wider social consequences of imposing legal liability.

12.30 - 1.30 Lunch

1.30 - 3.30 Corporate Responsibility and Defamation - Where Should the Law Draw the Line

The afternoon begins with a discussion of the boundaries of legal responsibility. Students may explore corporate manslaughter, considering when organisations should be held criminally responsible for serious failures, or debate whether English law should impose a general duty to rescue people in danger. Both questions raise difficult issues about the extent to which the law should require individuals and organisations to protect others from harm.

The focus then shifts to defamation, an area of law that attempts to balance two important interests: the protection of personal reputation and the right to freedom of expression.

Students examine what makes a statement defamatory, the distinction between libel and slander, and the legal defences available to those accused of damaging another person's reputation. They consider examples involving newspapers, social media and public controversy, and explore the challenges of distinguishing factual allegations from honest opinions.

The session raises wider questions about the proper limits of free speech. Should people be legally responsible for harmful statements made online? How should courts balance individual reputation against the public interest in open debate? Students are encouraged to consider competing arguments and reflect on whether the current law achieves an appropriate balance.

10.00 - 12.30 Marriage, Divorce, and the Legal Definition of Family

The final afternoon explores some of the most challenging and rapidly developing areas of family law. Students begin by considering how the law defines parenthood and parental responsibility, and how courts approach disagreements about the upbringing and welfare of children.

What makes someone a legal parent? Is parenthood determined by biology, birth, marriage or the responsibilities of raising a child? Students explore how the law approaches these questions, particularly when the rights and wishes of different family members come into conflict.

The session then turns to assisted reproduction, including IVF, surrogacy and embryo selection. Advances in reproductive technology have challenged traditional assumptions about parenthood, creating legal and ethical questions that courts and legislators continue to confront.

Students consider the competing interests of biological parents, intended parents, surrogates and children, and debate how the law should respond to new possibilities created by medical technology.

The course concludes by reflecting on the range of legal ideas explored throughout the week, from criminal responsibility and courtroom advocacy to civil liability and family relationships. Students will have gained an appreciation of the diversity of legal study, the analytical skills required to succeed in it, and the ways in which law both shapes and responds to the society around us.

This outline provides a detailed view of the themes, ideas, and legal problems explored during the online Law Summer School. The programme is designed to introduce students to some of the key concepts, debates, and methods used in legal study, combining case analysis, discussion, debate, and applied exercises to show how lawyers interpret rules, construct arguments, and think through difficult questions of justice and fairness.

You can also return to the main online Law Summer School page for full details about the course and how to apply.