during the module sessions have encompassed a wide range of methodologies, many of which have focused actively on student learning, role plays, team work and interaction to develop the essential skills needed to become a successful lawyer.
In a similar fashion, I have been constantly assessed during this module through a number of evaluations, examinations, reports, and moot court sessions apart from a certain degree of oral presentations. In fact, our entire class has undergone through a strict and rigorous curriculum that has required my study group to constantly re-invent itself through peer and self assessments. I am further of the opinion that the ALS module has comprised a level of distinctiveness with focus on a number of areas like criminal law, contracts, company law, civil procedure, constitutional law, evidence and professional conduct. I have undertaken complex and elaborate case studies in each of these disciplines together with my study group and have evolved as a prospective lawyer through rigorous and dedicated analysis and application to practice moot court sessions. Based on the guidelines of McCarthy (2003, pg. 28), developing ideas and strategies to tackle cases, presenting them in mock sessions and arguing them in a highly competitive environment have streamlined my vision to approach and analyze cases in a manner that is highly practical and thought provoking in nature.
During this course, I have sensed that elaborate resources have been devoted to determining ways of teaching skills within the overall academic program. I also feel that this has been the case even with embedding these skills in students which has enabled them to improve upon incrementally by applying them to cases of increasing complexity, building the sense of independence and confidence that is highly required of a lawyer. Thus, the ALS Module can be termed as a comprehensive skill-based curriculum. The creation of groups among students to learn skills like advocacy and