An update on the new Intermediate Certificate (pre-GCSE) in Classical Greek

On 10 May, we announced to CUCD and UK universities our aim to stimulate a revival of ancient Greek in UK schools by offering a recognised formal language qualification, achievable through up to 50 hours of contact, and based on the grammar and vocabulary of Part 1 of Greek to GCSE by John Taylor. We had already… Read More An update on the new Intermediate Certificate (pre-GCSE) in Classical Greek

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Classics, ‘standard modern languages’, and machine translation

Maria Pretzler The Classics list has kicked off again: the listserver which serves as our noticeboard occasionally becomes a discussion forum. Not for the first time, it was about the modern languages we read for our research. Can we really expect that everybody reads five or six modern languages to do our scholarship properly? If English is… Read More Classics, ‘standard modern languages’, and machine translation

Eliciting student voices in the era of ‘Zoom fatigue’

Anactoria Clarke Working as an academic and associate lecturer for a UK distance learning university, I was accustomed to teaching via online platforms before the pandemic.  Granted, attendance was patchy, and participation unpredictable – but it was a familiar environment, and one which had a great deal of value for busy students unable to carve out… Read More Eliciting student voices in the era of ‘Zoom fatigue’

Remote teaching responses to teaching, learning and assessing vocab

Cressida Ryan Three years ago I wrote a CUCD Bulletin article about some of the differences between teaching Greek to Classicists and to Theologians; I initially taught Greek at secondary school level, then in a university Classics faculty, and now in a university Theology faculty, and each step has motivated me to reassess my teaching… Read More Remote teaching responses to teaching, learning and assessing vocab

Diverging Online: a guide to online teaching of neurodiverse student groups

Cora Beth Knowles I’m going to start off this guide to working with neurodiverse students online with an enormous Disclaimer. It’s so big it needs a capital letter, and a bit of explanation. I’ve been researching neurodiversity in Higher Education, with a particular focus on online pedagogy at The Open University, for a long time… Read More Diverging Online: a guide to online teaching of neurodiverse student groups

Language (and other) assessments in the time of COVID-19

Many UK universities have moved their teaching online in record time. Course design that would normally take some years has instead been done in a week. Many colleagues have already taken necessary measures to re-design their assessments in the new situation, but some are still working on it, and many may still have specific choices… Read More Language (and other) assessments in the time of COVID-19