Written specifically for students on the Bar Vocational Course, the bar manuals are updated regularly and are very popular with practitioners as well as students.

Specifically designed and written for use on the advanced criminal litigation option on the Bar Vocational Course, this manual adopts a pragmatic approach to its treatment of criminal law and focuses specifically on those areas of criminal law which are most important to the junior criminalpractitioner and which they are most likely to encounter during their first years in practice. Split into three distinct parts, the first part of the manual deals with the crucial procedural aspects of criminal law which will be encountered in practice, including the scope of legal powers to enter and search premises, and abuse of process. Part II covers selected areas of the substantivelaw, which are particularly relevant to the junior practitioner, including public order offences, dangerous drugs, offensive weapons, and drink driving and road traffic offences. The final section features an extended case study focusing on features which the practitioner will commonly encounter inpractice, including police witnesses, custody records and conflicts of interest between defendants. Including realistic case papers and typical exhibits, this section also features a set of tasks to perform and a sample answer offering trainee barristers the opportunity to practise applying theirskills in a criminal litigation context.

Tradecraft is a term used within the intelligence community to describe the methods, practices, and techniques used in espionage and clandestine investigations. Whether the practitioner is a covert agent for the government or an identity thief and con man, the methods, practices, tactics, and techniques are often the same and sometimes learned from

The Teaching of Criminal Law provides the first considered discussion of the pedagogy that should inform the teaching of criminal law. It originates from a survey of criminal law courses in different parts of the English-speaking world which showed significant similarity across countries and over time. It also showed that many aspects of substantive law are neglected. This prompted the question of whether any real consideration had been given to criminal law course design. This book seeks to provide a critical mass of thought on how to secure an understanding of substantive criminal law, by examining the course content that best illustrates the thought process of a criminal lawyer, by presenting innovative approaches for securing active learning by students, and by demonstrating how criminal law can secure other worthwhile graduate attributes by introducing wider contexts. This edited collection brings together contributions from academic teachers of criminal law from Australia, New Zealand, the United Kingdom, and Ireland who have considered issues of course design and often implemented them. Together, they examine several innovative approaches to the teaching of criminal law that have been adopted in a number of law schools around the world, both in teaching methodology and substantive content. The authors offer numerous suggestions for the design of a criminal law course that will ensure students gain useful insights into criminal law and its role in society. This book helps fill the gap in research into criminal law pedagogy and demonstrates that there are alternative ways of delivering this core part of the law degree. As such, this book will be of key interest to researchers, academics and lecturers in the fields of criminal law, pedagogy and teaching methods.