Classics At Primary School

This is the first book to provide a practical toolkit, grounded in both current educational practice and pedagogical research, on teaching Latin and ancient Greek at primary school with the aim of empowering primary school age children who do not traditionally get access to Classics in education. Taking the author’s decade of experience in coordinating primary school-level Classics projects in the UK and Belgium as a starting point, this book investigates how we can move towards educational equity by teaching primary school students Latin or ancient Greek. Following an introduction to educational inequity and the role of Classics in this, readers encounter four aspects of teaching Classics at primary school which, together, improve educational equity: widening participation, transformative learning, translanguaging, and community engagement. Through reflections on the author’s personal experiences, practical steps are set out in each chapter to demonstrate how these ancient languages may be taught at primary school in ways that are accessible for every pupil. Each chapter ends with a series of reflection questions to help readers consider future practices. Classics at Primary School: A Tool for Social Justice is designed for all those engaged or interested in teaching Latin or ancient Greek at the primary school level. Both the practical and theoretical components of this book appeal to teachers as well as researchers and policy makers with a background in education and/or Classics.

This volume focuses on teaching Classics in carceral contexts in the US and offers an overview of the range of incarcerated adults, their circumstances, and the ways in which they are approaching and reinterpreting Greek and Roman texts. Classics and Prison Education in the US examines how different incarcerated adults – male, female, or gender non-conforming; young or old; serving long sentences or about to be released – are reading and discussing Classical texts, and what this may entail. Moreover, it provides a sophisticated examination of the best pedagogical practices for teaching in a prison setting and for preparing returning citizens, as well as a considered discussion of the possible dangers of engaging in such teaching – whether because of the potential complicity with the carceral state, or because of the historical position of Classics in elitist education. This edited volume will be a resource for those interested in Classics pedagogy, as well as the role that Classics can play in different areas of society and education, and the impact it can have.

Despite their removal from England's National Curriculum in 1988, and claims of elitism, Latin and Greek are increasingly re-entering the 'mainstream' educational arena. Since 2012, there have been more students in state-maintained schools in England studying classical subjects than in independent schools, and the number of schools offering Classics continues to rise in the state-maintained sector. The teaching and learning of Latin and Greek is not, however, confined to the classroom: community-based learning for adults and children is facilitated in newly established regional Classics hubs in evenings and at weekends, in universities as part of outreach, and even in parks and in prisons. This book investigates the motivations of teachers and learners behind the rise of Classics in the classroom and in communities, and explores ways in which knowledge of classical languages is considered valuable for diverse learners in the 21st century. The role of classical languages within the English educational policy landscape is examined, as new possibilities exist for introducing Latin and Greek into school curricula. The state of Classics education internationally is also investigated, with case studies presenting the status quo in policy and practice from Australasia, North America, the rest of Europe and worldwide. The priorities for the future of Classics education in these diverse locations are compared and contrasted by the editors, who conjecture what strategies are conducive to success.

A comprehensive and practical handbook on the teaching of classical subjects within the UK school system. Changing Classics in Schools ultimately looks towards making classics accessible to a new generation of students. The first part of the book looks at classics in primary schools, and its relationship with the curriculum and the Primary National Strategy. Drawing on evidence from a storytelling project with primary schools in east London, it shows how an oral retelling of Homer's Iliad can both provide a stimulating introduction to the classical world and make a significant contribution to literacy teaching. In the second half of the book, the author examines the role of ICT in promoting effective teaching and learning and in extending access to Latin. Tracing the history of the Cambridge Online Latin Project, he looks at the creation of electronic resources and setting up Latin in schools with no Latin specialist teacher as part of a DfES-funded pilot.

A companion to Bloomsbury's popular two-volume Greek to GCSE, this is the first course for Latin students that directly reflects the curriculum in a clear, concise and accessible way. Enhanced by colour artwork and text features, the books support the new OCR specification for Latin (first teaching 2016) as well as meeting the needs of later students, both at university and beyond. Written by two experienced school teachers, one also an examiner, the course is based on a keen understanding of what pupils find difficult, concentrating on the essentials and on the explanation of principles in both accidence and syntax: minor irregularities are postponed and subordinated so that the need for rote learning is reduced. User-friendly, it also gives pupils a firm foundation for further study. Part 1 covers the basics and is self-contained, with its own reference section. It outlines the main declensions, a range of active tenses and a vocabulary of 275 Latin words to be learned. Pupil confidence is built up by constant consolidation of the material covered. After the preliminaries, each chapter concentrates on stories with one source or subject: the Fall of Troy, the journeys of Aeneas, the founding of Rome and the early kings, providing an excellent introduction to Roman culture alongside the language study.

Telling Tales in Latin teaches Latin through the magic of storytelling. Narrated by the chatty and imaginative Roman poet Ovid (who lived in the Rome of the first century B.C), this new course takes young learners on a journey through some of the tales from Ovid's Metamorphoses. Along the way, they pick up Latin words and grammar, explore the connections between Latin and English and discover how Ovid's stories still speak to us today. Each chapter introduces one of Ovid's much-loved stories, encouraging children to begin reading Latin immediately while exploring the literary and mythic context of the stories. At the end of each chapter there are suggested activities to help learners to think about what they have just read, and to understand how the stories connect to ideas and issues that are still relevant today, from relationships with others and philosophy, to science and caring for the planet. Soham De's illustrations bring Ovid's stories alive for a wide range of learners and make learning Latin a colourful journey of discovery. Telling Tales in Latin outlines how Latin is the basis for English grammar, unlocking the complexities of learning English (and other languages) along the way. It also contains the vocabulary and grammar needed for the OCR Entry Level Latin qualification, making this book the ideal first introduction to Latin. Visit the website for The Iris Project, the charity established by Lorna Robinson to promote Latin and Classics teaching in state schools.

The object of this little volume is to lead children of the second and third grades into the habit of speaking and writing the English language correctly. To accomplish this, the author has prepared a drill book which emphasizes the reproduction of many of the short stories current in our literature, and also introduces practice exercises to familiarize the pupils with correct forms. Beginning with simple, graduated exercises, they are continued fill a general principle is inductively reached. It is assumed that the child will learn to speak and write correctly, by imitation, if the proper forms are presented to him. Accordingly much attention is given in this book to expressions frequently misused, as for example, troublesome verb forms. The lessons are designed, as well, to awaken and sustain children’s interest in natural objects, and to put them in sympathetic relations with living things. The author has written from the standpoint of the child, and in language that the child can readily comprehend.