Period of Recognised Training / Training Contract Professional Development and Wellbeing Syllabus

Professional Development and Wellbeing syllabus — full chapter and topic list

Expand any chapter to see its topics and sub-topics. This is the whole examinable outline for Professional Development and Wellbeing in Period of Recognised Training / Training Contract, not a summary of it.

1. 1

   Supervision, Appraisal and Feedback

   4 topics

   • The supervisor relationship
     • Regular review meetings
     • Giving and receiving feedback
   • Recording experience and the training record
     • Evidencing the competence statement
     • Maintaining a portfolio of work
   • Mid-point and end-of-seat reviews
   • Addressing performance concerns
2. 2

   Continuing Competence and Learning

   4 topics

   • The SRA continuing competence approach
   • Identifying learning and development needs
   • Recording reflective learning
   • Professional Skills Course (PSC) requirements
3. 3

   Career Progression and Qualification

   4 topics

   • Newly qualified solicitor (NQ) roles and seat selection
   • Application for admission and the roll of solicitors
   • Practising certificates and their conditions
   • Specialisation and accreditation schemes
4. 4

   Wellbeing, Equality and Resilience

   4 topics

   • Mental health and managing workplace pressure
     • Recognising stress and burnout
     • Support resources such as LawCare
   • Equality, diversity and inclusion in practice
   • Professional networks and mentoring
   • Work-life balance and sustainable working

Professional Development and Wellbeing flashcards for Period of Recognised Training / Training Contract

18 of 51 cards from the Professional Development and Wellbeing deck — real questions with worked answers.

1. What is the primary purpose of the supervisor relationship during a Period of Recognised Training (PRT)?

   To provide guidance, support, regular feedback and oversight of the trainee's work, ensuring exposure to appropriate experience and development of competence under SRA-prescribed supervision arrangements.

2. Under SRA rules, what level of supervision must a trainee solicitor receive?

   Supervision by a solicitor (or other authorised person) of appropriate experience, who takes responsibility for the trainee's work, provides feedback, and is suitably qualified to supervise the areas of practice.

3. Name three hallmarks of an effective supervisor relationship for a trainee.

   Regular structured feedback, accessibility/approachability for questions, and clear delegation with appropriate review of the trainee's work.

4. What is a 'training record' in the context of a training contract / PRT?

   A formal log maintained by the trainee documenting the work undertaken, skills developed, competencies achieved and feedback received throughout the training period.

5. Why is recording experience contemporaneously important during a training contract?

   It provides accurate evidence of competence and the breadth of experience for seat reviews and admission, and supports reflective learning; retrospective recall is less reliable and may omit key development.

6. What types of information should a trainee capture in their training record for each seat?

   The area of law, tasks performed, skills practised (e.g. drafting, client care, research, advocacy), level of responsibility, supervision received, and reflective comments on learning.

7. What is the function of a mid-point (mid-seat) review?

   A formative check-in roughly halfway through a seat to assess progress, give feedback on strengths and areas for improvement, set objectives, and allow corrective action before the end of the seat.

8. What is assessed at an end-of-seat review?

   The trainee's overall performance in that seat, competencies achieved, quality of work, and readiness to progress; it summatively documents experience for the training record and informs admission.

9. Compare a mid-point review and an end-of-seat review by purpose.

   Mid-point review is formative (improvement-focused, allows course-correction mid-seat); end-of-seat review is summative (evaluates overall seat performance and records achieved competence).

10. What should happen if a mid-point review identifies a performance concern?

    Specific objectives and support should be set, feedback documented, and progress monitored before the end-of-seat review, giving the trainee a fair opportunity to improve.

11. What is the recommended first step when addressing a trainee's performance concern?

    Identify the specific issue clearly, give honest constructive feedback early, and agree a measurable improvement plan with support and a review timescale.

12. What is a Performance Improvement Plan (PIP) in a training context?

    A structured document setting out specific performance shortfalls, the standard required, the support provided, and a defined timescale and review points to demonstrate improvement.

13. What does the SRA's 'continuing competence' approach require of solicitors?

    Solicitors must reflect on the quality of their practice, identify their learning and development needs, address those needs, and record what they have done; there is no minimum hours requirement.

14. How does the SRA continuing competence approach differ from the old CPD scheme?

    The old scheme mandated a fixed minimum (16 hours of CPD per year); the current approach is outcomes-focused with no minimum hours, requiring ongoing reflection and an annual competence declaration instead.

15. What annual declaration must solicitors make in relation to continuing competence?

    On renewing their practising certificate they must declare they have reflected on their practice and addressed any identified learning and development needs to remain competent.

16. What four-stage cycle underpins the SRA continuing competence requirement?

    Reflect on practice and quality of work, identify learning and development needs, address those needs through appropriate activity, and record/evaluate what was done.

17. What tool does the SRA provide to help solicitors benchmark their competence?

    The SRA Competence Statement (with its Statement of Solicitor Competence, Threshold Standard and Statement of Legal Knowledge), used to assess competence against required standards.

18. List three methods a solicitor might use to identify learning and development needs.

    Reflecting on feedback and case outcomes, appraisals/supervisor input, file reviews and complaints, and mapping current skills against the SRA Competence Statement.

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