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Increasing employment prospects of History and Classics students in Wales a case study from Swansea University

Increasing employment prospects of History and Classics students in Wales a case study from Swansea University . Dr Evelien Bracke. 1) Literacy through Latin. 1) Background and Context 2) Project details 3) Results and challenges 4) Developments and applications. 2) CADW work placements.

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Increasing employment prospects of History and Classics students in Wales a case study from Swansea University

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  1. Increasing employment prospects of History and Classics students in Wales a case study from Swansea University

    Dr Evelien Bracke
  2. 1) Literacy through Latin 1) Background and Context 2) Project details 3) Results and challenges 4) Developments and applications 2) CADW work placements
  3. History and Classics in the 21st century Classics: 28 universities offer Classics and/or Ancient History - Need to justify ourselves. What do you do with a Classics degree? History: employment figures of our department lower than university average – History is priority area for the College of A&H  Literacy through Latin and CADW work placement projects
  4. Literacy in Wales: Figures 2009 PISA (Programme for International Student Assessment) Report: Wales 38/66 reading skills of 15-year olds. (England scored 26th) Estyn report 2012: 40% start secondary school with reading skills below their age; 20% of pupils functionally illiterate. GCSE results 2012: educational gap Wales-UK widens. 2012 FSB survey: 82% of small businesses in Wales: school leavers don’t have adequate numeracy and literacy skills to start their career.  Welsh Government: ‘National Literacy and Numeracy Framework’ with £7.7m support package: opportunities and issues…
  5. Literacy through Latin/Greek In collaboration with The Iris Project, CILT Cymru, SWW Reaching Wider Impact of Latin on literacy well documented (e.g. R. Sparks, L. Ganschow, and K. Fluharty, ‘An exploratory study of the effects of Latin on the native language skills and foreign language aptitude of students with and without learning disabilities’, CJ 91.2 (1995), 167-9) Pilot project in 2011-2012: 8 student volunteers taught Latin to 65 year 5/6 pupils at Brynmill Primary School 2013-2014: 26 students teach approx. 200 pupils in 3 local primary and secondary schools
  6. Practicalities CRB-checked (now DBS) Training by CILT Cymru, RW, Iris Project, Department Pedagogy: MFL v reading/grammar approaches Key Stage 2 literacy: V(isual)A(uditive)R(eading & writing)K(inaesthetic) Total Body Response; Direct Approach General framework in place: which grammar to be taught and how Theme agreed with school Students write (bi-)weekly lesson plans/make own resources Dropbox/Facebook group/mobile phone Website: http://ltlresources.weebly.com/ Approved by me/meeting with me Feedback from teachers, students, pupils
  7. Module ‘Teaching Literacy through Latin’ Formalisation of learning experience Weekly teaching Workshops, seminars, proactive teaching approach Assessment: 2 lesson plans Monitoring of teaching Self-reflective report  portfolio Issue: not for joint honours students
  8. Results Aims: Improve English (and Welsh) literacy (and numeracy) of pupils Increase student employability Success: great pupil/teacher/student volunteer feedback, continued funding Students in employment since leaving: PGCE in Classics Museum Graduate programme TEFL teacher in South Korea Year 6 pupils doing Latin OCR exam National LTL project: European Language Label 2013 award nomination
  9. Teacher Training: SMU and CILT Cymru
  10. Students at work
  11. Student Feedback “The experience has solidified my ambition to become a teacher and has given me invaluable teacher training experience which can only increase my employability. There are several practical skills that I have been able to improve upon whilst a part of the project, such as time management in relation to the class organization, working effectively within a group in preparing the lesson plans and transmission of these plans to a class in an interesting and effective manner.” Jack Mullins, MA level “Being part of the Literacy through Latin project has been an amazing experience. It's so rewarding to know that you are helping pupils to improve their skills and knowledge. It has taught me so much about myself and my own abilities too and has helped in my own learning as well.” Vicci Stokes, level 2 “I have really enjoyed the Literacy through Latin project, as it has allowed me to share my understanding of Latin with young enthusiastic children! I have had to teach confidently in front of a class as well as dedicate much time and thought into working with my fellow teachers to create a fun and educational lesson plan for each lesson. I believe that the project has improved my English grammar, as you must make Latin as clear as possible to the children, lest they misunderstand.” Jenny Blake, level 3
  12. Pupil Feedback - I loved every single lesson - I liked the mock test because I like being challenged and learning new things - I liked learning the Christmas songs in Latin - The Latin class I found most exciting was the lesson where we looked at the first Harry Potter book in Latin, English and Welsh. - I liked the last lesson before Easter because of the song and the Easter egg hunt. - We had to write fairy tales in English but add Latin words that we know in English and we watched videos. - I liked the songs because I now know ‘Reach for the stars’ in Latin. - Learning about the verbs: past tense and the future tense. All of the Latin songs were very helpful to remember the words and all we were focusing on; I enjoy all lessons. When we made coins. It was fun, I learnt a lot. - I have told my friends, close family and distant family about Latin. I tell them about how fun it is and I compare it to other languages with my sister who is learning Spanish and French.
  13. Challenges Awareness of and prejudice against Latin ‘Why are you asking our pupils to write? Writing is not a skill we focus on in years 3 and 4.’ (feedback from one school) Logistics: school communication occasional student communication problems Funding: travel costs, materials, administrative help
  14. CADW work placements New project with CADW for students wishing to gain experience in heritage sector Modules: level 2 on heritage resource creation; level 3 on teaching at key stage 2 (year 3 and 4: Roman cultural and archaeological heritage; again with focus on literacy) Volunteering Long-term development of more research-based modules: e.g. MA module on cultural heritage of Classics in Wales
  15. Why school work placements? Employment prospects for students: results already visible; building up our experience in helping students Community engagement: reaching children = reaching families and communities Enhances learning at all levels: ‘teaching is learning twice’ Building up literacy in a nation with high CF levels (good for pupils and students) Low budget: travel costs, DBS, materials
  16. Questions?e.bracke@swansea.ac.uk
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