Classics Teaching in EuropeJohn Bulwer Classics seems constantly under threat in schools, yet the subject evolves and survives. Threats to it are taken seriously. When one of the UK examination boards dropped Greek and Latin from the curricula offered to schools, questions were asked in Parliament. Here contributors from fourteen European countries, including the UK, outline the state of Classics teaching in their own countries: what part Classics play in the curriculum, how many pupils take Latin and Greek, and what kind of courses are offered. They explain how much language learning takes place and what proportion of the course is devoted to the culture of Greece and Rome. They illustrate how politics, historical and linguistic traditions and different national organisation and expectations can all affect educational outcomes. Some demonstrate that Classics has a stable and secure position in the national curriculum, while others show how committed teachers can adopt various strategies to inspire enthusiasm in their students. Most describe how their national education systems put pressure on Classics teachers by reducing their timetable allowance and restricting the possibilities of creating classes. |
From inside the book
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... final examinations . All take the Baccalauréat in one of three branches : in Arts and Human Sciences ( L ) , in Science ( S ) or in Social and Economic Sciences ( ES ) . All take Philosophy as a compulsory subject in the final year . In ...
... final classes ( three years ) in the Liceo Classico the programmes are fixed : • 3rd year : literature from origins to Pindar ; authors : Homer ( one book ) and historic works . 4th year : literature : Attic period ; authors : lyric ...
... final test . Thus the evaluation of the results of the Latin language course is the responsibility solely of the teacher . The final test usually includes translation of an unseen text with the help of a dictionary and the teacher may ...