Here contributors from 14 European countries, including the UK, outline the state of classics teaching in their own countries: what part classics play in the curriculum, how many pupils take Latin and Greek, and what kind of courses are offered.

Designed for instructors in schools and universities, as well as stakeholders and policy-makers in education everywhere, this book is a systematic guide to contemporary school teaching of classical languages, literature and civilisation in major countries across the world. This book examines the trends and assesses the rationale for such diversity in programmes of study and asks the question: What are classical subjects for in today's schools? Each chapter is arranged by geographical area and draws on the experiences of teachers and other education experts in each country, commenting on contemporary practices. Themes such as the impact of national education policies, enrolment, assessment, accessibility and inclusion are discussed. The teaching of Classics has wide variations in practices and purposes from one education system to another: in some, the teaching of Classics continues to be focused on the mastery of language and grammar; in others, active use of the ancient languages is growing in popularity; and yet in others, the focus is shifting towards the study of the languages and civilisations in translation. Presenting an overview survey and comparison of practices across the world, this book is essential reading for instructors and teaching training courses in the world of classical education.

Despite their removal from England's National Curriculum in 1988, and claims of elitism, Latin and Greek are increasingly re-entering the 'mainstream' educational arena. Since 2012, there have been more students in state-maintained schools in England studying classical subjects than in independent schools, and the number of schools offering Classics continues to rise in the state-maintained sector. The teaching and learning of Latin and Greek is not, however, confined to the classroom: community-based learning for adults and children is facilitated in newly established regional Classics hubs in evenings and at weekends, in universities as part of outreach, and even in parks and in prisons. This book investigates the motivations of teachers and learners behind the rise of Classics in the classroom and in communities, and explores ways in which knowledge of classical languages is considered valuable for diverse learners in the 21st century. The role of classical languages within the English educational policy landscape is examined, as new possibilities exist for introducing Latin and Greek into school curricula. The state of Classics education internationally is also investigated, with case studies presenting the status quo in policy and practice from Australasia, North America, the rest of Europe and worldwide. The priorities for the future of Classics education in these diverse locations are compared and contrasted by the editors, who conjecture what strategies are conducive to success.

The impact of ICT on the teaching of classical languages, literature and culture has not until now been extensively described and evaluated. Nevertheless, educational technology has made a huge difference to the ways in which Classics is taught at junior, senior and college level. The book brings together twenty major approaches to the use of technology in the classroom and presents them for a wide, international audience. It thus forms a record of current and developing practice, promotes further discussion and use among practitioners (teachers, learners and trainers) and offers suggestions for changes in pedagogical practices in the teaching of Classics for the better. The many examples of practice from both UK and US perspectives are applicable to countries throughout the world where Classics is being taught. The more traditional curricula of high-school education in the UK and Europe are drawing more and more on edutech, whereas educational jurisdictions in the US are increasingly expecting high-school students to use ICT in all lessons, with some actively dissuading schools from using traditional printed textbooks. This book presents school teachers with a vital resource as they adapt to this use of educational technology in Classics teaching. This is no less pertinent at university level, in the UK and US, where pedagogy tends to follow traditionalist paradigms: this book offers lecturers frameworks for understanding and assimilating the models of teaching and learning which are prevalent in schools and experienced by their students.