Classics education in Northern Irish primary schools; curriculum policy and classroom practice

Taylor, Amber; Holmes-Henderson, Arlene; Jones, Sharon

Abstract

This study explores the perspectives of teachers and pupils regarding the benefits and challenges of teaching Classics in primary classrooms in Northern Ireland (NI). Conducted in 2020, the methodological approach consisted of interviews with six teachers from three schools and a focus group held with eight children. The study identified positive impacts of teaching Classics on numerous subjects, including Modern Foreign Languages (MFL). The most pressing challenge appeared to be a crowded curriculum. Teachers and pupils suggested that training and support be offered to educators in order to optimise links between Latin, English literacy and MFL understanding. Finally, recommendations are made for the future study of Classics in Northern Ireland.

Citation

Taylor, A., Holmes-Henderson, A., & Jones, S. (2023). Classics education in Northern Irish primary schools; curriculum policy and classroom practice. Journal of Classics Teaching, 24(47), 52-58. https://doi.org/10.1017/s205863102200054x

• Journal Article Type: Article
• Online Publication Date: Dec 16, 2022
• Publication Date: 2023
• Deposit Date: Feb 6, 2023
• Publicly Available Date: May 30, 2023
• Journal: Journal of Classics Teaching
• Electronic ISSN: 2058-6310
• Publisher: Cambridge University Press
• Peer Reviewed: Peer Reviewed
• Volume: 24
• Issue: 47
• Pages: 52-58
• DOI: https://doi.org/10.1017/s205863102200054x
• Public URL: https://durham-repository.worktribe.com/output/1181238