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1 Latin in the UK University of Cambridge School Classics Project.

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Presentation on theme: "1 Latin in the UK University of Cambridge School Classics Project."— Presentation transcript:

1 1 Latin in the UK University of Cambridge School Classics Project

2 UK education system Age 3-4/5: Pre-school (15 hours per week funded) Age 4/5-11: Primary school (Reception + Years 1-6) KS1 = Years (Age 5-7) KS2 = Years 3 – 6(Age 7-11) Age 11-18: Secondary school (Years 7-11) KS3 = Years 7-9(Age 11-14) KS4 = Years (Age 14-16)GCSE KS5 = Years (Age 16-18) A Level Age 18+: University 2

3 UK National Statistics UK Population62,000,000 Year group size750,000 Secondary schools4,500 Students in a secondary school1,000 Students in a school year group Class sizes (Age 5-16)25-30 Class sizes (Age 16-18)1-20 3

4 UK Latin Statistics Year group size750,000 Start Latin (age 11-14)50,000 (6.5% of population) Complete GCSE Latin (age 16)11,500 (1.5% of population) Complete A Level Latin (age 18)1,500 (0.2% of population) First year Latin at university400 (<1% of starters) Total studying Latin at any one time120,000 – 140,000 students 4

5 Typical school Latin department sizes UK SystemAgeNumber of students Year Year Year Year Year Year Year

6 Rebuilding Latin in the UK 1966 – 1999 Reconsidering the aims of Latin education 6

7 Why did CSCP create a reading course? May 1960: Oxford and Cambridge Universities drop Latin for entry September 1960: Numbers studying Latin in UK collapse 1962: Nuffield education initiative established Mid 1960s: UK schools become comprehensive January 1966: School Classics Project formed develop materials and techniques which will accelerate and improve pupils' ability to read classical Latin literature and widen their knowledge of classical civilisation develop materials and courses for the non-linguistic study of Classics, with particular reference to widely varying levels of pupil ability 7

8 Who are we? School Classics Project Board (12) Director (1) ResearchAuthoring DigitalUser SupportOutreachDist. Learning (8 + ~40) 8 University of Cambridge Faculty of Education

9 What is the purpose of language? communicate? socialise? survival? communicate ideas? desires? passion? access others’ thoughts, ideas, passions? challenge provincialism? access other cultures? 9

10 hospeshospes, quod deico paullum est; asta ac pellege. heic est sepulcrum hau pulcrum pulcrai feminae: nomen parentes nominarunt Claudiam. suom mareitum corde deilexit souo: gnatos duos creavit: horum alterum in terra linquit, alium sub terra locat. sermone lepido, tum autem incessu commodo, domum servavit. lanam fecit. dixi. abei. 10

11 11 Caecilius est pater.

12 Metella est mater. Quintus est filius. Lucia est filia. Clemens est servus. Grumio est coquus. Cerberus est canis. 12

13 Linguistic development: Si A=A Caecilius est pater. Metella est mater. Quintus est filius. Lucia est filia. Clemens est servus. Grumio est coquus. Cerberus est canis. 13

14 Cultural development: familia, dress, skin color 14

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17 Linguistic development: Si A=Q Caecilius est in tablino. Metella est in atrio. Quintus est triclinio. Lucia est in horto. Clemens est in cubiculo. Grumio est in culina. Cerberus est in horto. 17

18 Cultural development: rooms of the house 18

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21 Linguistic development: Sii AQV pater est in tablino. pater in tablino scribit. mater est in atrio. mater in atrio sedet. filius est in triclinio. filius in triclinio bibit. filia est in horto. filia in horto legit. servus est in cubiculo. servus in cubiculo laborat. coquus est in culina. coquus in culina laborat. canis est in via. canis in via dormit. 21

22 Beyond the word level “Inflections and constructions are presented within these patterns in a controlled and gradual sequence. It is important that students should understand the form and function of the words that make up a sentence or phrase, and equally important that they should develop the habit of grouping words together and treating the phrase or sentence as a single unit. Language learning consists of forming habits as well as solving problems.” 22

23 Some basic principles Reading quickly depends on forming habits. Establish expectations, but prepare to challenge them later. Word order is important. Information flow left to right. Reading for meaning. Okay to switch to English or leave in Latin. Translation useful tool for assessment, not all important. Reading for meaning requires understanding of Roman culture. Readings must be set in authentic Roman context. 23

24 Cultural consolidation: who does what, and where? 24

25 Reading: language, culture, plot 25

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28 28 A=AMetella est mater. A=Qmater est in atrio. AQVMetella in atrio sedet. AVCerberus intrat. Q as X (preposition + noun)in atrio ABVamicus Caecilium salutat. ABQVcoquus cibum in mensa videt. AQQVcoquus in tricilinio magnifice cenat. Q as I (invariable)magnifice VArespondet Pantagathus. Q as Xad portum aAmagnus leo A = a x 2Melissa est docta et pulchra. bBmagnum fustem Bbcenam optimam

29 Rebuilding Latin in the UK 1999 – Use of digital technology 29

30 UK schools offering Latin in % of pop. Total number of schools offering Latin650 State comprehensive schools10092% State selective schools1101% Independent schools4407%

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32 What is a non-specialist teacher? 32

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35 UK schools offering Latin Total number of schools offering Latin6501,125 State comprehensive schools State grammar schools Independent schools440449

36 Latin exam entries

37 Supporting non-specialists – Specialists’ views 37

38 Supporting non-specialists – their own views 38

39 Key factors inrebuilding in UKLatin Reconsidering aims of Latin education Create resources (for specialists and non-specialists) Normalisation of examination assessment Train non-specialist and specialist teachers Market to schools 39


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