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A-levels or equivalents do not require students to be independent learners, or to be able to engage in close, critical, scrutiny of lengthy and complex texts. Faced with reports that students are unable to cope with the volume or complexity of materials at university, a common temptation is to respond by cutting down reading lists or providing secondary avenues into core materials. We advocate the opposite approach: rethinking lectures, seminars, and curricular structure to tackle complex legal texts at the outset. In particular, we advocate the (re)introduction of primary sources to the classroom, guiding early stage law students in their use of the materials. Our evidence draws from three teaching interventions in which we made reading cases the core of the learning project: a residential widening participation programme which used  Miller v Secretary of State for Exiting the European Union  [2017] UKSC 5 as its foundation; a second widening participation scheme; and a core first year module. These experiences have reinforced our initial impressions: the skills gap between high school and the degree does not require us to alter the level of our content. It requires us to redesign courses to help our students bridge the gap.

Let them eat cases! Bridging the gap between school and degree level learning