Resources: Journals

The Journal of Classics Teaching


2022: Journal of Classics Teaching 46

A Case Study Investigation of Year 8 Students’ Experiences with Online Learning Through the Padlet App in a State-Maintained Girls’ Grammar School. Cleary, C.


Cheating or learning? An investigation into Year 8 students' perceptions of the Cambridge Latin Course Explorer Tool and its role in both classroom teaching and online learning. D. Titcombe.

Lemma navigation by excellent secondary school students of Ancient Greek. D. Bartelds.

Adaptive teaching for GCSE and A level classical literature. B. Coe and S. Hunt.

Lost in Translation. J. Moran.

Teaching about the senses in antiquity: Exploring the ancient world of scents through recreating ancient perfume. J. Diemke,

Teaching Latin language and Roman culture as a journey from present to past: An action research project at a secondary classroom. A. Gheorghe.

Transitioning into and improving online History teaching. J. Shannahan & V. Fredericks.


Greek Club: Resurrecting Dead Languages in Secondary Schools. C. McMenamin.

How Future Teachers Learn and Teach about Greek Gods. From University to Primary Education. U. Iriarte & A. Fernandez Prieto.


2022: Journal of Classics Teaching 45

Editorial: Steven Hunt

In memoriam James Noel Adams CBE FBA (1943–2021. D. Langslow.

James Adams 1943–2021. E. Matters.

Student and teacher perceptions of the value of Total War: Saga in motivating KS3 students in an all-boys state school. P. Cannatella.

A New Classical Greek Qualification. C. Le Hur.

Student Motivation in the Latin Classroom. K. J. Baglio.

The East London Classics Summer School. S. Merali-Smith & A. Nongbri.

Development of key competences through Latin and Greek in secondary school in Italy and Spain. D. Canfarotta, C. Tosto & R.  Casado-Muñoz.

Approaching the ‘Death of Socrates’ through art education. A teaching proposal and the introduction of a new typology for teaching with similar artworks. V. Zagkotas & I. Fykaris.

Validating Communicative Tests of Reading and Language Use of Classical Greek . D. ConiamP. Poupounaki-Lappa & T. Peristeri.

Petrarch and the Significance of Dialogue. A. Chung & C. Irwin.

Structuring cooperative learning methods in Ancient Greek classrooms. A. Markoglou.

The Attic Inscriptions: Education Project. P. Liddel.

A critical study into the extent that co-operative learning promotes a greater confidence and a more accurate rendering of syntax in unseen translations for Year 12 IB Higher Latinists. E. Law.

The Composition and Transmission of the Homeric Poems: A Summary. J. Moran.


2021: Journal of Classics Teaching 44

Editorial: Steven Hunt


What Grades are Needed to Study Classical Subjects at UK Universities?: Arlene Holmes-Henderson and Bella Watts

Roman Numerals in Spanish Primary Education: Alberto Regagliolo

Classics for the Future: a time for reflection: David Hodgkinson

Online Teaching: a reflection: Sam Baddeley

Towards a Communicative Test of Reading and Language Use for Classical Greek: Poupounaki-Lappa, P., Peristeri, T., & Coniam, D.

2021: Journal of Classics Teaching 43

Editorial: Steven Hunt

Select Can studying a topic through a reception studies approach improve the quality of Year 7 students’ creative responses to the ancient world?: Rosie Sykes.

Using Comprehensible Input in the Latin Classroom to Enhance Language Proficiency: Emanuela Venditti.

Gaining understanding of different perspectives in Virgil's Aeneid through creative writing: an action research project with a sixth form Classical Civilisation class in a mixed comprehensive: Eleanor Lucas.

A case study into pupil perceptions of Latin, conducted with a mixed-ability Year 9 Latin class at a comprehensive faith school: David Bennett.

The Plague of Athens Shedding Light on Modern Struggles with COVID-19: Jilene MalbeufPeter JohnsonJohn JohnsonAustin Mardon.

The Strasbourg Speeches: Jerome Moran.

A textile workshop to approach Classical Civilisation: Elena Miramontes Seijas.

Reforming Qualifications: the how, the why and the who: Caroline Bristow.

Keeping the ancient world relevant for modern students with Suburani: Christine DelaneyHannah SmithLaila TimsTony SmithWill Griffiths.

Provincia Iudaea: Eliana, Masada, Aelia Capitolina: Lynn LiCalsi.

Why I Wrote Clarke's Latin: Ed Clarke.

2020: Journal of Classics Teaching 42

Editorial: Steven Hunt

A case study investigation of student perceptions of women as seen in the Cambridge Latin Course in a selective girls' grammar school: Emily Amos.

A critical investigation of Year 7 students' perceptions of Roman slavery as evidenced in the stories of the Cambridge Latin Course: Ella Parodi.

Coins in the Classroom: G McIntyre, C Dunn and W. Richardson.

Teaching Translation Theory and Practice: S Praet and B Verheslt.

Game-informed assessment for playful learning and student experience (Part 2): Maria Pavlou.

Introducing Latin: non-specialist Latin teachers talk: Steven Hunt.

The Coronovirus pandemic, exams crisis and Classics in Scottish schools: Alex Imrie.

Covid-19, Classical subjects and the classroom; teachers' feedback from Summer 2020: Jess Dixon.

Spoken Latin in the Late Middle Ages and renaissance revisited: Terence Tunberg.

Distance learning wth Seneca: Evan Dutmer.

Teletherapeia: ancient consolation in the distance Latin classroom: Evan Dutmer.

Theory: a short guide for Classicists: Jerome Moran.

Classics for All North. The view from Liverpool: Alice Case and Maria Haley.

Bringing Classics to the state schools of the Midlands: a year in the life of the WCN: Paul Grigsby.

Grammar-Translation: what is it - really - for students?: Lance Piantaggini.

Ancient herstories: Maria Haley.


2020: Journal of Classics Teaching 41

Editorial: Steven Hunt

Introducing authentic materials alongside a reading-approach Latin course. Simon Atkins, 

A study in the use of embedded readings to improve the accessibility and understanding of Latin literature at A Level. Amelia Gall.

How can teachers effectively use student dialogue to drive engagement with ancient drama? An analysis of a Year 12 Classical Civilisation class studying Aristophanes’ Frogs. Chris Speers.

An Experiment with Free Latin Prose Composition with a Year 10 Latin Class in a Non-Selective Girls’ School. Guy Barrett.

Game-Informed Assessment for Playful Learning and Student Experience (1) Maria Pavlou.

Teacher Trainees Telling Tales. Steven Hunt et al.

Sicut Sol Inter Astra: Timely Latin in the Aftermath of the Fire at Notre-Dame. Evan Dutmer.

Classics at Lionheart Trust. Anna Reynard.

A peripatetic model for teaching Latin. Clare Harvey.

‘Aspect’ as a feature of meaning in in the Classical Greek verb. John Hazel.

Quintus in Britannia: visiting Roman Britain with the Cambridge Latin Course.James Watson.

2019: Journal of Classics Teaching 40

Editorial: Steven Hunt

An investigation into the effects of vocabulary learning strategies on the retention of Latin vocabulary in a Year 7 class. Hannah Warwicker

Making a StINK with STEM in the Classics Classroom: Exploring Ancient Roman Writing through Experimental Archaeology. Nathalie Roy

Spoken Latin in the Late Middle Ages and Renaissance. Jerome Moran

Beard's SPQR. A History of Ancient Rome as Background Reading in Classical Latin Courses. A Teaching Proposal. Tamara Lobato Beneyto

The Cambridge Grammar of Classical Greek. A new reference grammar for Classical Greek: aims and principles. 

Evert van Emde Boas, Albert Rijksbaron, Luuk Huitink, Mathieu de Bakker

Actors of Dionysus. Megan Rogers

The Persians. Investigating Civilisations. 

Andrew Wilson

39th JACT Latin Summer School – 2019 Director's Report. David Stephenson

Obituaries: Michael Gunningham; Geoffrey Fallows

2019: Journal of Classics Teaching 39

Editorial. Steven Hunt

Boudicca, broken bones and behaviour management: a case study of teaching causation at Key Stage 3. Maximilian Day

Using classical reception to develop students’ engagement with classical literature in translation. Shane Ford

An examination of teacher questioning in a Year 8 Classics class. Eleanor Vale

Comprehensible Input FAQs. Keith Rogers

Comprehensible Input and Krashen's theory. Robert Patrick

On starting to teach using CI. Michelle Ramahlo

Input-Based Activities. Lance Piantaggini

Structuring CI-based practices for success. John P. Piazza

TPRS, PQA & circling. John Bracey

Untextbooking for the CI Latin class: why and how to begin. Rachel Ash

Adapting antiquity: using tiered texts to increase Latin reading proficiency. Lindsay L. Sears & Kevin Ballestrini

Free Voluntary Reading and Comprehensible Input.  Miriam Patrick

legere discitur legendo: extensive reading in the Latin classroom.  Andrew Olimpi

Using translation-based CI to read Latin literature. David Carter

Categorising and comparing ancient religions to modern groups: teaching with taxonomy worksheets. Paul Robertson

Graffiti on the walls: an action research plan on how making authentic opportunities for student composition helps Latin 1 comprehension. Jacob Holke

Working Class(ics): an immodest proposal. Jerome Moran

Keep Calm, I Take Latin as a Subject. Huzefah Hanif

Caledonia resurgens: reflections on the campaign to revive Classics in Scotland. Alex Imrie

2018: Journal of Classics Teaching 38

Edited by Steven Hunt

When Things Don’t Fit: Looking at the London Mithraeum. Hugh Bowden

Roman Religion in the Classroom: Spotlight on the Mysteries of Mithras. Ersin Hussein

Interactive Mithras: Giving Primary School Children an Introduction to Mithras.Caroline Lawrence

Introducing Prose Composition to Year 9 Students: Strategies for Developing Confidence in English to Latin Translation. Denise Batchelor

Bilingualism in the Classroom: Using Latin as an Aid to the Learning of Modern Italian. Emma Wall

Teaching Socrates to First-year Philosophy Students in Iran, Based on Plato’s Euthyphro. Maryam Forghani, and Sofia A Koutlaki

Teaching and Learning Latin in the Key Stage 3 Classroom: Using the Cambridge Latin Course Explorer Tool. Francis Hunt

Primary English and Modern Foreign Languages Impact Study: Latin Microteaching. Veronica Poulter

The Virtue of Variety: Opening the Doors to Wider Pedagogical Practices in UK Schools and Universities. Steven Hunt, Clive Letchford, Mair Lloyd, Laura Manning, Rachel Plummer

Communicative Approaches to Learning Latin: Voice and Tone in Learning Latin Termination. Grace Miller

‘Not so Much Learning to Speak Latin, but Speaking to Learn it’. Action Research on the Use of Conversational, Spoken Latin in the UK Secondary School Classroom.James Sinclair

Marking Latin Unseen Translations. John Tuckfield

M.Flandia: A Newly-Discovered Society of Strong Women and Helpful Men . Mary Frances Dondelinger

In Their Own Words: Some Recently-Published Latin and Greek Course Books

An Interschool Partnership in Wakefield. David Dean

Preparing and Delivering a Classical School Assembly. William Lawrence

The R/renaissance(s), Humanists And Classics. Jerome  Moran

2018, Journal of Classics Teaching 37

Edited by Steven Hunt

Developing Students’ Ideas of Diversity in the Ancient and Modern Worlds Through the Topic of Alexandria in the Cambridge Latin Course, Book II. Jonathan Barnes.

How far does Choice Theory Succeed, Within Classics, as a Form of Differentiation in the Classroom? Jessica Platt.

Read Like a Roman: Teaching Students to Read in Latin Word Order. Katharine Russell.

The Status of Latin in Portugal: Resilience and Resistance. Susana Marta Pereira.

A Critical Investigation into How Year 8 Students’ Narrative Writing Skills are Developed Through the Medium of Oral Storytelling. Hannah Walker.

Spoken Latin: Learning, Teaching, Lecturing and Research. A. Gratius Avitus.

On Language Teaching. Antonia Ruppel.

Standard And Non-Standard Latin. Jerome Moran.

Getting Classics into Secondary Schools: Three Case Studies. Steven Hunt.

Minimus News. Barbara Bell


2017, Journal of Classics Teaching 36

Edited by Steven Hunt

Hands-on Learning for Classics: Building an Effective, Long-Term Project: Kyle Alexander Jazwa.

Translation or Adaptation? Paul Found.

Latin and Greek in London E17: David Hogg.

Advice to a Student in Classics: William Lawrence.

Latin and Classical Languages on the International Baccalaureate Middle Years Programme: Simon Trafford.

Is That a Fact? Language and fact in Greek and Latin Constructions: Jerome Moran.

Advocating Classics Education: a New National Project: Edith Hall and Arlene Holmes-Henderson.

Hong Kong: Home to the Star Ferry, the Peak Tram and @ShuyuanClassics! Anastasia Christou.

Bristol Classics Hub – Reflections on the First Year: Hannah Walsh.


2017, Journal of Classics Teaching 35

Edited by Steven Hunt

An Appropriate Stepping Stone? A case study into student and teacher perceptions of the value of the WJEC Level 1 Certificate in Latin: Lisa McPherson.

What are they talking about? Pupil talk while translating Latin stories: a case study of a Year 7 class, using the Cambridge Latin Course: Rebecca Wright.

Integrating Writing in the Classics Classroom: Alison Traweek.

Hearing Impairment and the Latin Classroom Experience: A case study of a Year 10 student with a hearing impairment learning Latin: Callum Carroll.

Penetrating the Penguin Wall of Black: Testing theories from PGCE research on how to approach the teaching of KS5 Classical Civilization: Rebecca Jones.

Greek Inscriptions: insights and resources in the classroom and beyond: Peter Liddel.

Bridging the gap: teaching and studying Ancient History and Classical Civilization from school to university: Penelope Goodman.

The benefits of the International Baccalaureate Diploma for Latin and Classics in the Sixth Form: Simon Trafford.

Context In OCR Greek And Latin Specifications: Jerome Moran.

2016, Journal of Classics Teaching, 34

Edited by Steven Hunt

Gamification in a Year 10 Latin Classroom: Ineffective ‘Edutainment’ or a Valid Pedagogical Tool? Emily Evans.

portabam, portabas, portabat: Revolutionizing Rote-learning by Utilizing Sound and Movement to Introduce the Imperfect and Perfect Tenses: Lottie Mortimer.

Closing the Gap: Understanding Two Year 10 Boys’ Difficulties with Comprehension of Latin Stories in a Mixed Comprehensive School: Rowan Newland.

Teaching Sensitive Topics in the Secondary Classics Classroom: Steven Hunt.

Living Latin: An Interview with Professor Terence Tunberg: Mair Lloyd.

Xerxes’ Deliberate Expedition: B C Knowlton.

A Celebration of Greek Language and Culture Education in the UK: Athina Mitrpoulos and Arlene Holmes-Henderson.

Time, Tense, Aspect and the Ancient Greek verb: Jerome Moran.

Is Roman Britain Sexy?: Caroline Lawrence


2016, Journal of Classics Teaching, 33

Edited by Steven Hunt

My Philosophy of Education and How it Might Relate to Classical Subjects: Richard Pring.

Latin in the 21st Century: Moss Pike.

The Curse of the 300? Popular Culture and Teaching the Spartans. Emma Stafford.

Rhetoric and Oracy in the Classics classroom. Bhavini Tailor.

Penetrating the Penguin ‘Wall of Black’: Theories from PGCE Research on How to Approach the Teaching of KS5 Classical Civilisation: Rebecca Jones.

Digital Visualisation in Classics Teaching and Beyond: Matthew Nicholls.

Rome’s Walking Dead: Resurrecting a Roman Funeral at the Ashmolean Museum: Jane Masseglia.

Latin for All Identities: Bethanie Sawyer.

Disguised Foods, Pole-Dancing, and Homeric Muddles: the Challenges of Teaching Dinner with Trimalchio to Sixth-Form Students: Ed Bragg.

Retirement? What retirement? Jayne Treasure.

Classics for All: Establishing the Classics Hub: Hilary Hodgson and Xavier Murray-Pollock.

Teaching Latin and Greek in Primary Classrooms: the Classics in Communities Project Arlene Holmes-Henderson.

Nominative Determinism: Classically Derived Names in the Potter Saga: David Butler and Rebecca Butler.

OCR FAQs: Caroline Bristow.


2015, Journal of Classics Teaching, 32

Edited by Steven Hunt

Citizen’s Classics for the 21st Century: Edith Hall.

How do Different Types of Goals and Feedback Affect Students’ Motivation? Harriet Hoath.

The Impact of using Memrise on Student perceptions of learning Latin Vocabulary and on Long-Term memory of Words: Louise Walker.

Running a Greek Club: The Hereford Cathedral School Experience. Anne Wright.

Transformatio Per Complexitatem: The 20th Century Transformation of Latin Teaching in the UK: Ian McMillan.

The Tirones Project. Mary Pendergraft.

Bringing Ancient Languages into a Modern Classroom: Some Observations: Evelien Bracke.

Atman Returns: (Re)introducing Sanskrit into UK Schools. Antonia Ruppel.

Blitz Latin Revisited: John F White.

Teaching Roman Food at Keystage 3: Building an Enquiry Question: Steven Hunt


2015, Journal of Classics Teaching, 31

Edited by Steven Hunt

Gamification in the Latin Classroom: Moss Pike.

Better Reading Through Science: Using Research-Based Models to help Student Read Latin Better: Todd Wegenhart.

An Investigation into Independent Learning Using the Cambridge Latin Course Independent Learning manual with a Year 9 Latin Class: Dru Patel.

What some students found challenging about Indirect Statement in Prose Composition: James Eales.

Animation of ancient vase scenes in the classics classroom: Sonya Nevin.

An immersion class in ancient education: Eleanor Dickey.


2014: Journal of Classics Teaching, 30

Editorial: Steven Hunt, pp 4-5

Drinking from a Kylix…and other ways of bringing the past alive: Caroline Lawrence, President of JACT and author of The Roman Mysteries, pp 6-8

Teaching Sexually-Explicit Catullus: Ronnie Ancona, Hunter College and CUNY College, US, pp 9-12

An Investigation into Teachers’ and Pupils’ Perceptions of the Value of Teaching and Learning Latin Derivations at GCSE: Juliana Veysey, Notre Dame School, UK, pp 13-22

In the Shadow of Diachrony: Ancient Greek Language in the Contemporary Greek Gymnasio: Christodoulos Zekas, Open University of Cyprus, pp23-30

Ancient Tales Through a Twenty-First Century Lens: Clare Harvey, Watford Grammar School, UK, pp 31-36

Flipping the Latin Classroom: Balancing Educational Practice with the Theory of eLearning: Bartolo Natoli, Randolph-Macon College, US, pp 37-40

The North Walsham Latin Cluster Group: two case studies: Jane Maguire and Steven Hunt, North Norfolk Latin Cluster Group and University of Cambridge, pp 41-44

Reflections on Mentoring PGCE Trainees: Anna Karsten, The King’s School, Peterborough, UK, pp 45-46

Improving Learning Through PowerPoint: Dru Patel, Chesterton Community College, UK, p 47

East Oxford Community Classics Centre: Our First Year: Lorna Robinson, Cheney School, UK, pp 48-50

2014: Journal of Classics Teaching, 29

Editorial: Steven Hunt, p 6

The Aeneid for Dyslexics: Caroline Lawrence, President of JACT and author of The Roman Mysteries, pp 7-9

Is the Study of the Greek and Latin Classics Elitist?: Edith Hall, King’s College London, pp 10-12

Championing Classical Civilization and Ancient History: an Open Letter to the DfE and Ofqual: Genevieve Lively, Peter Liddel and Steven Hunt, Universities of Bristol, Manchester and Cambridge, pp 13-16

The Classics Are on the Rise Again! Or at least Most of Them Are!: Ken Pickering, pp 17-18

What Does the Media Think of Us? (part 2): Steven Hunt, University of Cambridge, pp 19-20

Reflections on the Delivery of Homer’s Odyssey in a 21st Century Sixth Form College: Ed Bragg, Peter Symonds College, pp 22-25

Differentiation: Exploring Ways of Introducing Sources to a Mixed-Attainment Ancient History Class: Olivia Sanchez, St Pauls Way Trust School, pp 26-29

How do Students Perceive Women in Roman Society as a Result of Studying the Cambridge Latin Course? A Case Study of a Year 9 Class at an Urban Comprehensive School: Olivia Upchurch, Brighton College, pp 30-36

Apps for Classics Teaching and Learning: Emma Adams, Sarah Capewell, Caron Downes, Steven Hunt and Cressida Ryan, pp 37-38

Making an Animation – the Steps in the Process: Eileen Emmett, Stephen Perse Foundation, pp 39-41

Digital Instructional Technology in the Classics Classroom. Plaything or Catalyst for Pedagogical Development?: Steven Hunt, University of Cambridge, pp 42-47

Rethinking Violence in Greek Tragedy: Rosie Wyles, King’s College London, pp 48-52

WJEC Level 2 Latin; a Teacher’s Viewpoint: David Stephenson, Warwick School, pp 53-55

MFL Teachers Teaching Classics: the Sheffield – Cambridge Latin Short Course: Mark Payne and Will Griffiths, University of Sheffield and CSCP, pp 56-60

Inspiring tales PGCE Conference: Aisha Khan-Evans, King’s College London, pp 61-62

Initial Teacher Training in Classics: Frances Child, King Edward’s Consortium, pp 63-64

2013: Journal of Classics Teaching, 28

Editorial: Steven Hunt, p 4

The 10% Surprise: Caroline Lawrence, President of JACT and author of The Roman Mysteries, pp 5-7

New Does not Equal Good: Alan Chadwick, City of London Freemen’s School, UK, pp 8-9

Using VLEs to Enhance Teaching and Learning in Classics: Jonathan Eaton, Newcastle College, UK, pp 10-12

Acting, Speaking and Thinking Like a Roman. Learning Latin With Operation LAPIS:Francesca Sapsford, Roger Travis and Kevin Ballestrini , The Pericles Group, US, pp 13-14

Using QR Codes in the Classroom: Caron Downes, The Mount School, UK, pp 17-18

The Importance of Promoting Digital Literacy Among Beginning Teachers of Classics: Richard Morgan, The Perse School, UK, pp 19-23

The Development of Teaching and Learning Through the Use of ICT in the Latin Classroom: Steven Hunt, University of Cambridge, UK, pp 24-28

Experiential Learning and Latin Language Instruction: Bartolo Natoli, University of Texas at Austin, US, pp 29-33

An Assessment of the Effectiveness of TPRS (Teaching Proficiency Through Reading and Storytelling) as a Means of Teaching Latin Vocabulary and Grammar: Emily Clark, PGCE Teacher Trainee, King’s College London, UK, pp 34-42

Literacy Through Latin in South Wales. MFL Approaches to Primary Latin Teaching:Evelien Bracke, University of Swansea, pp 43-46

The Romans at Key Stages 2 and 3: A New Look at Migration and Diversity in Roman Britain: Helen McGauran and Hella Eckhardt, University of Reading, pp 47-49

Challenge or Chance? Classical Civilisation at GCSE and A Level: James Watson, The Perse School, UK, pp 50-53

What Does the Media Think of Us?: Charlotte Goddard, St Mary’s School, UK, pp 54-55

Expanding the Teaching of Latin: Lisa Cashmore, Taunton School, UK, p 56

Tacitus’ Annals 15 – Is This Really History? Is it Meant to be?: Alison Henshaw, Loughborough High School for Girls, UK, pp 57-58

Making the Most of Augustus’ Bimillennium: Penelope Goodman, University of Leeds, UK, pp 59-62

The Ephebe and the Schoolboy: The Classical Narrative of Becker’s Charicles: Or Illustrations of the Private Life of the Ancient Greeks: Joanna Brown, Open University, UK, pp 63-68

2013: Journal of Classics Teaching, 27

Editorial: Steven Hunt, pp 4-5

Teacher, Pupil and Parent Perceptions Surrounding the Study of Latin for Pupils Identified with Dyslexia: Andrea Parker, Parkside School, UK, pp 6-15

New Approaches to Classical Sparta: Stephen Hodkinson, University of Nottingham, pp 16-25

Cinematic Representations of Antiquity in the Classroom: Jo Paul, Open University, UK, pp26-28

Film in the Classics Classroom: Sixth Form Pupils’ Choices of Video Clips to Illustrate Themes from Homer’s Iliad: Daniel Paul, Bolton Grammar School (Boys’ Division), UK, pp 28-33

The Experiences of Students Learning Greek in a Mixed-Year Extra-Curricular Club: an Investigation: Anna Barker, Henrietta Barnett School, UK, pp 34-39

Life and Death in Pompeii and Herculaneum: Richard Woff, Head of Schools and Young Audiences, British Museum, UK, pp 42-44

Linking the Exhibition with Teaching Practice: Steven Hunt, University of Cambridge, pp 44-52

The British Museum and Mary Beard: Steven Hunt, University of Cambridge, pp 53-55

Five Great Representations of Pompeii in Popular Culture: Juliette Harrisson, Newman University College, UK, pp 55-57

Character and Childhood in Children’s Literature: Case Studies in Classical Reception: Elizabeth Hale, University of New England, New South Wales, Australia, pp 58-63

The Lords’ Short Debate: Lord Aberdare, pp 64-65

Hansard Record of the Debate, pp 66-67

A Personal Response: Cressida Ryan, University of Oxford, p 68

EBaccs and EBCs: Peter Jones, Friends of Classics, p 69

Navigating Nero. Teaching Tacitus to Year 10: Liz Scott, Westgate School, UK, pp 70-73

Clodius in Space and Time: Getting More out of Primary Sources: Penelope Goodman, University of Leeds, UK, pp 74-77

The Pope’s New Academy for Latin: Alexander Lucie-Smith, pp 78-79

The Experience of One Teacher Teaching the Non-Linguistic Modules of the International Baccalaureate: Sally-Ann Edmonds, JACT, p 80

A CLC Farce: Modestus in the Granary: Anonymous, pp 81-82

2012: Journal of Classics Teaching, 26

Editorial: Steven Hunt, p 1

The Use of Collaborative E-learning Technology for GCSE Latin: Alex Smith, King’s College School Wimbledon, UK, pp 3-8

An Investigation Into the Supply of Classics Teachers in the Secondary School Sector Through the Graduate Teacher programme (GTP) 2011-2012: Steven Hunt, University of Cambridge, UK, pp 9-16

North Walsham Cluster Latin Project: the First Year (2011-12): Jane Maguire, pp 17-18

The Chesterton Project 2012: An extra-Curricular Project to Develop Pupil and Teacher Learning: Gill Mead, Chesterton Community College, UK, pp 19-20

BSIX Academy and Classics in Hackney: Cressida Ryan, University of Oxford, p 21

The Liverpool Classics Graduate Teaching Fellow Partnership: an Initial Report: Amy Coker, University of Liverpool, pp 22-24

Making Social Media Work. Using Pinterest to Facilitate Collaborative Learning Outside the Classroom: Tara Atkinson, Nower Hill High School, UK, pp 24-25

Teaching Latin Pronouns Using a Kinaesthetic Classroom Activity: Melody Hannegan, Marshall Middle School, US, p 25

All Can, Most Can, Some Can. Some Practical Ideas for Using Differentiation Strategies in the Classics Classroom: Caron Downes, Clare McDonnell and Steven Hunt, University of Cambridge, UK, pp 25-28

Teaching Ancient History at A Level: Terry Edwards, UK, pp 29-30

Taking Classics Outside the Classroom with Aylesbury Grammar School: Sarah Holiday, Aylesbury Grammar School, UK, pp 30-31

Classics Teachers on Tour. Broadening Horizons Through International Education: Arlene Holmes-Henderson, The Stephen Perse Foundation, UK, pp 32-33

Classics on TV. Greek Tragedy on the Small Screen: Amanda Wrigley, University of Westminster, UK, pp 34-35

Ancient and Modern: Ancient and Renaissance: Daisy Dunn, UK, pp 35-36

2012: Journal of Classics Teaching,  25

Editorial:  Alasdair Matthews, p 1

Classics Teacher Vacancies 2010-11: Not Meeting the Demand: Steven Hunt, University of Cambridge, pp 2- 6

Surveying Perceptions of a Classical Education: Jeannie Cohen and Peter Jones, Friends of Classics, pp 6-7

Examining Greek History in Victorian Manchester: Peter Liddel, University of Manchester, pp 7-9

Teaching by Testing in 21st Century Manchester: Polly Low, University of Manchester, pp 9-10

Personal Responses to Catullus at GCSE: Lucy Cresswell, Saffron Walden County High School, UK, pp 11-13

Approaches to Teaching Ovid Amores III at AS Level: Judith Parkinson, Judy Nesbit and Sarah Elliot, pp 13-14

Ancient Texts and Modern Tools: Cicero and Interactive Whiteboards: Charlie Paterson, Latymer Upper School, UK, pp 14-16

The Gullibility of Teenagers: Andrea Parker, The Grange School, UK, pp 16-18

Jamie’s Dream School: Mary Beard, University of Cambridge, p 18

One Hundred Years of the ARLT: Linda Soames, ARLT, pp 19-20

A Survey of Recent Scholarship on Cicero: Catherine Steel, University of Glasgow, p 20

Propertius at the Theatre: Elegies IIIxv: James Morwood, University of Oxford, pp 21-22

Ancient and Modern: Picasso and the Minotaur: Daisy Dunn, pp 22-24

Le Domus Romane: Steven Hunt, University of Cambridge, p 24

2011: Journal of Classics Teaching, 24

Editorial: Alasdair Matthews, p 1

Training Classics Teachers: Steven Hunt, University of Cambridge, UK, pp 2-3

Classics, Citizenship and Cambridge Latin Course Stage 11: James Watson, The Perse School, UK, pp 4-5

Think Links: Using School Links to Benefit Classics Pupils: Steven Hunt, Eileen Emmett and Etta Martin-Smith, University of Cambridge, UK, pp 6-11

Persians, Classics and Secondary Education: Roya Arab and Natalie Earl, University College London, pp 11-14

New Light on City Life: Current Work at Pompeii, Herculaneum and Ostia: Penelope Goodman, University of Leeds, pp 15-17

Why on Earth do we do it? The Museum Revisited, or ‘Not Another Worksheet’: Gill Mead, Chesterton Community College, pp 18-20

A Tour of Athens and the Peloponnese: E. Vogel, pp 20-23

Ancient and Modern: Travelling at the Speed of Light: Daisy Dunn, pp 24- 28

2011: Journal of Classics Teaching, 23

Editorial: Alasdair Matthews, pp 1-2

Latin for primaries: A Politeia and Classics for All Conference: Alasdair Matthews, pp 3-4

The Efficacy of Latin Studies in the Information Age: Alice K DeVane, pp 4-8

Minimus: The Story so Far: Barbara Bell, pp 8-9

Latin Stages a Comeback in the Classroom: Richard Partington, pp 10-11

The Threat to Latin Posed by Teacher Shortages: Richard Partington, pp 12-13

What’s in a Greek Name?: Robert Parker, pp 13-14

News and Reports

2011: Journal of Classics Teaching, 22

Editorial: Keith Rogers, pp 1-2

Krashen and Second Language Acquisition (SLA) Theory – a Re-evaluation of how to teach Classical Languages: Seumas Macdonald, pp 3-5

Success and Failure: W. H. D. Rouse and Direct-Method Classics Teaching in Edwardian England: Christopher Stray, pp 5-7

The use of Latin as a Spoken Language in the Humanist Age: Terence Tunberg, pp 8-10

TPRS & Latin in the Classroom; experiences of a US Latin teacher: Robert Patrick, pp 10-12

Latin Speaking Camps: Jessica King, pp 13-14

Educating the Educators: Jacqueline Carlon, pp 13

A Communicative Approach to Ancient Greek: Anne Mahoney, pp 14-15

De instituto studiis Latinis provhendis, quod annum iam decimum in Academia Kentuckiana floret: Terence Tunberg, pp 16-18

Quanti sit momenti scriber Latine Latinam linguam discentibus: Milena Minkova, pp 19-20

Hans Oerberg and his contribution to Latin pedagogy: David Carter, pp 21-22

2010: Journal of Classics Teaching, 21

Editorial: Alasdair Matthews p 1

Extra-curricular Enrichment for Sixth-Form Students: Sarah Elliott, p 2

Using Peer-Assessment in GCSE Latin Literature: Alasdair Matthews, pp 3-5

Approaching Ancient Egypt: Peter Reason, p 6

The New A2 A Level Ancient History Specification: Tom Pearson, p 7

Friends of Classics Survey: Jeannie Cohen and Peter Jones, p 8

Classics in Schools: the research report March 2010: Colin McDonald, p 8

You couldn’t make it up: improvised drama from Kaloi K’Agathoi: Bico Vaughan, pp 9-10

Tombstone Territory: Alan Beale, pp 11-13

Obituary: Mary Beachcroft, p 14