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Lecturer(s)
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Madleňáková Lucia, JUDr. Ph.D.
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Mučka Pevala Patrícia, JUDr. Ph.D.
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Course content
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Content (themes): Students will be assigned one of three options for completing the course, the content depending on the assigned option, or a combination thereof. The first option is to create teaching method packages, the second is to organise a project day, and the third is to organise a workshop for teachers or staff at non - profit organisations. As part of the creation of teaching method packages, the course is divided into two thematic areas ? a theoretical section and a practical section that builds on it, during which students will create teaching method packages. Theoretical section - basic principles for developing a methodological package, formulating its objectives, drawing up a timetable and ensuring the continuity of various activities - principles of group leadership and giving clear instructions - organisation of group work and a basic overview of methods and activities. Practical section - preparing the concept for a teaching method package, including its objectives, structure, timetable and individual thematic blocks, selecting suitable activities, preparing correct answers and drafting instructions, notes, worksheets and appropriate materials for teachers - testing selected sections through micro-teaching sessions and receiving feedback. As part of the creation of project day, the module the course is divided into two thematic areas ? preparation for the project day and subsequential realisation of the project day. Preparation for the project day - determining the theme and objectives of the project day in collaboration with the organising primary or secondary school, considering the time allocated, the age and the number of children participating in the project day - selecting and developing appropriate methods to achieve the set objectives - preparing materials and resources for implementing the selected methods - establishing criteria for measuring the success of the project day - consulting the project day plan with the seminar teacher. Realisation of the project day - conducting the project day in accordance with the prepared materials at a primary or secondary school - feedback from participating schoolchildren and teachers - the student´s self-reflection on the project day. As part of organising a workshop for teachers or staff at organisations, the course is divided into two thematic areas ? preparing the workshop and the subsequent realisation of the workshop. Preparation of the workshop - determining the theme and objectives of the workshop based on requests form schools or organisations - selecting and developing appropriate methods to achieve the defined objectives - preparing materials and tools for implementing the mentioned methods - establishing criteria for evaluating the workshop?s success - consulting the workshop plan with the seminar teacher. Realisation of the workshop - conducting the workshop in accordance with the prepared materials, either within the faculty or at another suitable location based on request from schools or organisations - the student?s self-reflection on the workshop.
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Learning activities and teaching methods
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Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook), Grafic and Art Activities, Activating (Simulations, Games, Dramatization)
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Learning outcomes
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The course Street Law 3 builds on Street Law 1 and Street Law 2 and further develops the knowledge and skills acquired in previous studies. It focuses on three areas: the preparation of teaching method packages, the design and implementation of project days, and the organization of workshops for primary and secondary school teachers or employees of non-profit organizations. Each student is assigned one of these activities or a combination thereof. As part of the teaching method packages, students prepare educational materials for primary and secondary school teachers. A teaching method package serves as a practical guide to teaching and includes detailed lesson plans, activities, recommended methods, and answer keys. Its purpose is to facilitate lesson preparation and support high-quality, engaging, and accessible legal education. Students learn to create comprehensive educational resources tailored to the age of pupils and the needs of teachers. The final packages are designed to guide teachers through the entire teaching process, from lesson preparation to the evaluation of learning activities. Another area of the course is the project day, which involves one-time cooperation with a primary or secondary school focused on legal topics. Pupils gain knowledge about law from university students who are regularly engaged with legal issues and can provide current and practical perspectives. Through the preparation and implementation of project days, students further develop their planning, organizational, communication, and presentation skills. As part of this activity, students prepare a project-day plan that includes the topic, individual activities, and educational objectives related to knowledge, skills, and attitudes. Based on theoretical and methodological foundations, students implement the project day at a selected school. An important component of the activity is reflection and evaluation of the achieved objectives, involving both the students and the participating pupils and teachers. The third area is the organization of workshops for teachers and employees of non-profit and other organizations. Students build on the experience gained in previous Street Law courses and take on the role of workshop organizers and facilitators. Workshops respond to the specific needs of schools and organizations and are therefore tailored to their requirements. Students prepare a workshop plan focused on innovative teaching approaches, methods of working with clients, or the development of soft skills such as argumentation, persuasive communication, discussion facilitation, and public speaking. Participant feedback forms an integral part of the workshop process and enables students to evaluate both the implementation and the impact of their work. Across all activities, strong emphasis is placed on reflective practice, which helps students transform practical experience into deeper understanding and professional growth. Reflection is carried out through reflective journals and group reflection seminars, where students share experiences, identify challenges, and propose improvements. Throughout the semester, students receive guidance from a seminar leader who provides consultations, methodological support, and continuous feedback.
Acquired competences (knowledge, skills, values): Knowledge: - to gain an overview of the methods that can be used in the teaching of law - to expand knowledge of the topic the student is studying ? leading to a deeper personal understanding. Skills: - the ability to simplify and communicate material to non-specialists - developing skills relating to the organisation of group work - mastering the role of a teacher in developing legal awareness - the ability to create a complete and well-developed methodological package, project day or workshop for teachers or staff of organisations - presentation skills - planning and time management - communication skills ? cooperation and coordination with the school and the seminar teacher - (self-) reflection ? the ability to evaluate one´s own performance, identify weaknesses and suggest improvements, including the ability to accept feedback. Values: - Reinforcing the belief that law and justice must not remain hidden in legal texts, but should be explained to children in a way that is easy to understand and exciting - Social responsibility- understanding the role of the lawyer as a professional that serves the public, which includes providing legal education to the general public. The course should ultimately contribute to: - to improve student´s ability to communicate legal content to a non-legal audience in a way that is clear, professionally accurate and using appropriate methods - to improve children´s legal literacy through high-quality methodical support for teachers - to deepen student?s knowledge of legal topics, which they will subsequently pass on to children in primary and secondary schools - feedback and reflection from participating teachers and staff of organisations, - to improve students? practical skills, particularly planning, time management, communication, the ability to explain legal issues clearly to non-lawyers, presentation skills, self-reflection and the ability to accept feedback. - to develop student´s ability to give and receive feedback, reflect on their own work and, based on the knowledge gained, further improve and adapt teaching method packages, project days and workshops.
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Prerequisites
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CPV/MPKD and CPV/MPKD2
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Assessment methods and criteria
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Student performance, Systematic Observation of Student
- mandatory participation in seminars - active preparation of teaching method packages throughout the semester, alternatively the planning of a project day, or the organisation of a workshop for teachers or staff of organisations - successful course completion is conditional on the submission of complete teaching method packages, including worksheets, instructions for teachers and correct answers. Alternatively, a condition is the completion of a project day, including all necessary materials, and their submission. Alternatively, a condition is the preparation of a workshop plan, including its realization.
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Recommended literature
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On-line katalogy knihoven.
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"V knihovně PF UP jsou v samostatném oddělení prezenčních výpůjček označeném jako street law umístěny publikace k předmětu.".
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ANN, Hodges. USING EXPERIENTIAL EDUCATION TO DEVELOP HUMAN RESOURCES FOR THE NONPROFIT COMMUNITY: A COURSE STUDY ANALYSIS [online]. 1-40 [cit. 2026-09-11]..
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Bracken, L. (2022). A case study on the impact of a capstone Street Law teaching project. The Law Teacher, 56(2), 206?221..
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GRIMES, Richard. (2021). Public Legal Education: The Role of Law Schools in Building a More Legally Literate Society.. London.
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SCHACHTER, Madeleine. (2004). The Law Professor's Handbook: A Practical Guide to Teaching Law.
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