Getting started –
support for reflection and
engagement
classical languages
What changes have been made since the publication of
the draft classical languages framework?
What was said?
What was done:
•
Generally respondents were very
happy with the framework.
•
Minor changes have been made to
the opening statements to ensure
consistency across all language
frameworks.
•
Some people requested more
opportunities to network.
•
A Glow Group for classical languages
has been established.
Reflecting on the principles and practice in
classical languages
•
What will young people gain by learning a classical language?
•
What effective learning and teaching approaches can you build upon and use
to develop classical languages?
•
How will you ensure that young people gain an appreciation of the culture and
heritage of the classical world?
•
How could you collaborate with colleagues within your establishment and
other stakeholders to develop relevant interdisciplinary projects involving
classical languages?
•
In what ways can the principles and practice inform your teaching of classical
languages to take them forward within Curriculum for Excellence?
How are the experiences and outcomes structured in
classical languages?
In classical languages there are four organisers:
•
Translating texts
•
Interpretation of texts
•
Using knowledge about language
•
Culture and heritage.
Experiences and outcomes in classical languages
•
Why is there a dotted line between third and fourth level?
This is to demonstrate the close relationship and likely overlap between the two
levels. Fourth level will provide the depth of experiences based on prior learning
from third level.
•
Why do the experiences and outcomes begin from the third level?
Young people do not commonly begin to study a classical language before S1;
however, some are introduced to Latin or classical Greek earlier, either through
study of a discrete language or as part of a language awareness course.
Getting started in classical languages:
some questions for discussion
•
Building on your current practice, what are the implications for what and how
you teach?
•
How will you ensure the needs of all learners are met?
•
Which experiences and outcomes could you link within classical languages,
across other curriculum areas and the world of work to provide a coherent
experience for learners?
•
How might you ensure that learning and teaching reflects the values, purposes
and principles of Curriculum for Excellence?
Where do you go from here?
The journey may be different for everyone, but you may wish to
consider some first steps towards change, for example:
•
identifying and sharing effective practice
•
identifying and prioritising professional development needs
•
experimenting with learning and teaching approaches.