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

• Published in: Journal of Classics Teaching Vol. 24; no. 47; pp. 52 - 58
• Main Authors: Taylor, Amber, Holmes-Henderson, Arlene, Jones, Sharon
• Format: Journal Article
• Language: English
• Published: Cambridge, UK Cambridge University Press 01.01.2023
• Subjects: 21st Century Skills; action research; Children & youth; Classical Languages; Classrooms; Coding; Critical thinking; Cultural Awareness; Cultural Background; Cultural heritage; Curricula; Education; Educational Policy; Elementary Education; Elementary School Teachers; Elementary schools; English Instruction; Focus groups; Grammar; Interpersonal Competence; Interviews; Latin; Latin language; Learning; Learning Experience; Literacy; Migration Patterns; Morphemes; National Curriculum; newcomer children; Northern Ireland; Politics of Education; Primary Classics; Primary Curriculum; Research Methodology; teacher training; Teachers; Teaching; Thinking Skills; Trends; United Kingdom > UK; Northern Ireland; educational policy; newcomer children; Primary Curriculum; Latin; Primary Classics; action research; Northern Ireland; teacher training
• ISSN: 1741-7627; 2058-6310
• DOI: 10.1017/S205863102200054X

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.1 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.