Daniel

I am a graduate of Cambridge and LSE, soon to begin work as a pupil barrister at a London chambers. I completed an undergraduate Law degree at Cambridge University and a postgraduate Law degree at LSE, in which I came top in my year of 270 students. My main focuses are Criminal Law, Public/Constitutional Law and Human Rights Law (both European and UK), but I also have experience of studying the following at undergraduate or postgraduate level:
• 7 ‘core’ undergraduate modules (Criminal, Constitutional, Tort, Contract, Land, Equity/Trusts, EU)
• More specific areas of Criminal Law (including Corporate Crime, Terrorism, and International Criminal Law)
• Criminal Procedure (including Criminal Evidence, Criminal Trials, Police Law, Criminal Sentencing, and Prison Law)
• Criminology
• Administrative Law
• International Law
• Intellectual Property Law
• Employment Law
Having studied a broad range of legal topics for a number of years, I am also able to teach more general legal principles, particularly those covered on AS-Level or A-Level Law syllabuses.

Availability: I am extremely flexible with my availability, so please contact me with an enquiry to find out more!

Willing to travel: 20 miles

Experience: My approach is simply to teach in whichever way is most helpful for the individual student – different students work in different ways.
I am equally comfortable focusing on general understanding of our legal system, on in-depth understanding of substantive law, or on how to structure problem questions or essays. I also believe firmly in ensuring that students can go beyond simply understanding the law, and know how to apply what they have learned in an exam context, effectively and successfully.
A typical session might (if a student chooses) proceed in three sections:
1. Putting the session in context (to ensure the student is able to fully understand the module as a whole, rather than just being confident with isolated topics)
2. Focusing on substantive law (in a general or in-depth manner, depending on what a student feels is most needed)
3. Focusing on using this knowledge effectively in an exam context (often also providing a student with example exam questions, which I will return with feedback at the start of the next session)
Most importantly, however, I am completely open to modifying this structure if a student wants to focus on a particular skill, or dispensing with it entirely if a student feels this would be most valuable.