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OCR GCSE/A Level Classics: Teaching and Learning Conference: Classics in the classroom
The Faculty of Classics at Oxford will be hosting the OCR GCSE and A Level Classics: Teaching and Learning Conference: Classics in the classroom on Tuesday 28th of June 2016.
Aimed at/Audience
- New teachers of OCR
- Current teachers of OCR
- All teachers of OCR
- Teachers of any exam board/specification
- Teachers considering OCR
Description/Aims
This fantastic one day CPD event will introduce and enable discussion of innovative and creative approaches to delivering Classical subjects (Classical Civilisation, Ancient History, Latin and Classical Greek), with a focus on accessibility and widening the appeal of Classics.
The conference will include a keynote lecture ‘Widening access to Classics through Classical Civilisation and Ancient History: the ‘FORTGRIT’ project’ from Dr Arlene Holmes-Henderson. Outlining current and future efforts to promote the study of non-linguistic Classics in UK schools, this talk will feature a number of case study schools which have introduced Classical Civilisation and Ancient History to their curriculum. In addition to sharing the feedback from learners and teachers, this talk will make suggestions about the role of non-linguistic Classics in the future landscape of UK Classics education.
The day will also offer a choice of workshop sessions, running parallel throughout the day. Each of these sessions will concentrate on a specific topic, allowing you to book onto those most relevant to your teaching requirements, and will focus on innovative, engaging teaching and learning techniques with a real focus on classroom practice. When placing your booking, please select the three sessions you would like to attend:
Hobbits, Heroes and Homer: using film to teach epic poetry Caroline Bristow
It can be difficult to convey the excitement and drama of Homer’s Iliad and Odyssey to a 21st century classroom: many students view ancient epic as a dry, outdated part of an examination syllabus which is to be endured and not enjoyed. Today’s students do, however, understand the role played by film in capturing audiences’ imaginations and creating heroic, iconic figures. By studying popular films, arguably the true modern successor to epic, students’ understanding of Homer’s narrative decisions and style can be enhanced in an accessible and enjoyable way. In this session Caroline Bristow will discuss and illustrate how this often underused and undervalued medium can be used to engage students in their studies of epic poetry; demonstrating that far from a mere end of term treat, movies can be an effective and academically challenging teaching tool.
New approaches to Greek Luke Marquez
The bustling revellers of the Dionysia would have listened enraptured as a lone actor delivered yet another impassioned speech; Greek tragedy was a visceral and experiential art, so why when we study it are we spending so much time with our heads in books? Keeping Greek Tragedy interesting and relevant to today’s students can be quite a challenge. Using some of the techniques employed by drama practitioners, we can breathe life into the text. Engaging students in an embodied exploration of the text provides opportunity for discussion, debate and analysis of the underlying themes. In this session Luke Marquez will offer practical exercises for exploring Greek tragedy as performance, using techniques from contemporary theatre practices and his own teaching experience. He will discuss the importance of engaging students in the play’s dramatic potential, making it accessible to a wide range of learners and also enabling students to better understand the text’s original purpose and impact.
The Latin Programme – New approaches to Latin Zanna Wing-Davey
Since 2008, The Latin Programme has provided innovative, interactive hands-on learning to London’s children, significantly improving their literacy results. The Latin Programme challenges the traditional pedagogy of Classical languages by using songs, games, raps and storytelling to bring Latin to life. In this engaging and active session Zanna Wing-Davey, Teacher and Executive Director will share some of the techniques used by The Latin Programme and work with participants on how to put them into practice in Latin lessons.
Learning from objects Clare Cory
Learning from objects is an exciting and invaluable approach to learning about the past. Objects connect us to people, places and events in a unique, inspiring and engaging way. They fire the imagination, stimulate curiosity and encourage us to ask questions and learn in innovative ways. Whilst a school trip to Rome or Pompeii might be an excellent experience, often overlooked is the wealth of visual and material evidence available to schools and students here in the UK. Often teachers do not realise what is available, or lack confidence in accessing these resources and creating effective learning opportunities using them. In this session Clare Cory will introduce approaches to learning from objects to use with students. She will explain what museums and galleries can offer teachers and how to get the most from them.
Language learning across languages Dr Philomen Probert
When we learn languages we often find some things harder than others. For example, the distinction between masculine and feminine nouns in French is difficult for English speakers, but basic French word order is a bit easier. The use of the English word ‘the’ is very difficult for Russian speakers, but a bit easier for French speakers. (English spelling is difficult for everybody…) For these reasons, different points need emphasis when we teach different languages to different groups of people. Yet ways of talking about languages have also influenced one another across languages and cultures. In western Europe this historically meant that for a long time Latin grammars provided a template for grammars of modern European languages. The recent history of language teaching and learning has involved considerable efforts to describe languages on their own terms, rather than squeezing one language into a grammatical model designed for another. This talk will argue that, although this has been an excellent and much-needed development, it is worth exploring the template-based ways in which languages have historically been considered. This will encourage reflection on language teaching today, and how it differs from that of the past, and also perhaps highlight how historical practices may after all have something to add to our understanding of language learning.
Further details of the workshop sessions and speakers will be released in advance of the event both on the CPD Hub and through notifications sent to those who have already booked their place.
Book now to secure your place!
Fee/Other
Please note, content may be subject to change.
This course is £65.00 and includes a set of essential course materials. Refreshments and a light lunch will be provided at the course.