The document discusses issues with the current model of professional legal education in Scotland and proposes reforms to address past deficits. Specifically: 1. There is currently no clear concept of linkage between different stages of legal education and no agreed performance standards across providers. 2. A new curriculum structure is proposed that has professionalism at its core, is flexible, and builds on jurisdictional knowledge through a community of practice approach. 3. Forming a community of practice among legal education providers is suggested, with initiatives like shared resources, peer review, and disseminating innovative practices.

1. Professional legal education in Scotland: the community of practice Professor Paul Maharg Glasgow Graduate School of Law

7. http://www.highscope.org/index.asp

18. s ample Professionalism learning outcome Outcome Positive indicator Negative indicator 5. Personal integrity and civility towards colleagues, clients and the courts Is honest with all others on the course; relates to colleagues on the programme with civility; treats tutors, administrative staff and others with respect. Exhibits traits of arrogance, intemperate behaviour, mismanagement of own affairs; lies to colleagues or programme personnel; plagiarises work; adopts the work of others as own work; is abusive or contemptuous towards colleagues or programme personnel.

20. sample P rofessional Relationships learning outcome Outcome Positive indicator Negative indicator Listen, give and receive feedback and respond perceptively to others Looks at speaker; neither asks questions nor makes comments until speaker has finished; can summarise accurately what the speaker has said without embellishment or omission. Can comment positively and with perception on the performance of others in the group; can accept and act upon feedback from others to improve professional practice Interrupts other speaker; talks over speaker; easily distracted by own thoughts while other is speaking; cannot summarise well what another speaker has said; gives poor or disparaging feedback to peers; comments on person, not task; does not accept feedback from others, or resents being the focus of feedback; sees no relation between feedback and improvement of professional practice