Triennium Linguae Latinae: a case study of introducing Latin to the Key Stage 3 timetable in a comprehensive school

Ian David McMillan

doi:10.1017/S2058631022000290

Triennium Linguae Latinae: a case study of introducing Latin to the Key Stage 3 timetable in a comprehensive school

Ian David McMillan^*

^*Corresponding author for this work

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Abstract

A personal reflection on the experience of introducing Latin to the curriculum. School S. (non-selective, secondary) introduced Latin as a timetabled subject at Key Stage 3 between 2016 and 2019. This is a case study and personal reflection from the teacher who instigated and taught the course, comprising the extracurricular efforts which paved the way for the class, methodological considerations, an evaluation of the project, and the reasons why Latin was ultimately discontinued from the curriculum.

Original language	English
Pages (from-to)	34-36
Number of pages	3
Journal	Journal of Classics Teaching
Volume	24
Issue number	47
DOIs	https://doi.org/10.1017/S2058631022000290
Publication status	Published - 01 Aug 2022
Externally published	Yes

Keywords

all-ability
Cambridge Latin Course
classics for all
curriculum
extra-curricular
Key Stage 3
Latin
uptake

ASJC Scopus subject areas

Classics
Education

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10.1017/S2058631022000290Licence: CC BY-NC-SA

Triennium Linguae Latinae: a case study of introducing Latin to the Key Stage 3 timetable in a comprehensive school
Copyright 2022 The Authors. This is an open access article published under a Creative Commons Attribution-NonCommercial-ShareAlike License (https://creativecommons.org/licenses/by-nc-sa/4.0/), which permits use, distribution and reproduction for non-commercial purposes, provided the author and source are cited and new creations are licensed under the identical terms.
Final published version, 107 KBLicence: CC BY-NC-SA

Cite this

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Triennium Linguae Latinae: a case study of introducing Latin to the Key Stage 3 timetable in a comprehensive school

Abstract

Keywords

ASJC Scopus subject areas

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