We are two experienced teachers looking to make a small contribution to the Classics community.

If the past two years have proven anything, it is that students today hold a tremendous capacity to adapt to incredibly difficult learning environments. This paper explores student learning experiences in one such learning environment, the period of online learning that occurred between January and March 2021 due to COVID-19-related school closures. Investigating the effectiveness of the digital learning platform Padlet in terms of student engagement with the Latin curriculum and its cultivation of Latin comprehension skills, this case study of Year 8 students in a state-maintained girls’ grammar school demonstrates the value of collaborative, discussion-based approaches to remote teaching. The value of digital learning platforms in our post-pandemic educational environment is demonstrated in its potential to bridge the communicative gap felt by many students when taught online, simulating the lively classroom climate which so often generates exciting and effective learning opportunities for each student. As this paper demonstrates, digital learning platforms hold the potential not only to assist educators in coping with the challenges of remote learning, but also to extend student learning in ways once considered unimaginable beyond the realms of the physical classroom. As a result, this paper argues that the position of such platforms in the post-pandemic classroom must be advocated and supported further.

In the US the use of extensive reading in Latin for school students to develop vocabulary growth and attain reading fluency is an emerging classroom practice. To meet the demand for resources, a small but growing number of teachers have started to make available self-published short Latin stories or ‘novellas’, designed to provide students with extensive reading material in Latin at an age-appropriate level for novice and intermediate level students. There are now over 100 such short books, written in Latin, on a variety of topics, suitable for beginner and intermediate students (typically of between one and two years taught Latin). This article contains three areas of interest: the rationale, challenges and successes of writing and using these resources in the school classroom; a snapshot survey of a range of publications, to give readers a ‘flavour’ of the materials; and some further reading.

It has been argued that learning a second language requires more self-motivation than other courses (Horwitz, 1995). This article reviews literature on motivation in foreign language classrooms and discusses reasons for the lack of motivation among students in second language classes. Particular attention will be given to addressing reasons why students in Latin classrooms may have less motivation than in other classes. Specifically, intrinsic and extrinsic motivation will be discussed in terms of a Latin classroom. Additionally, this article will discuss what steps can be taken by the teacher to increase motivation and engagement through gameplay, creating a safe space to make mistakes, and turning extrinsic motivation into intrinsic motivation.

The Intermediate Certificate in Classical Greek (ICCG) is a new qualification being developed primarily for learners of Classical Greek on limited time for whom sitting the full GCSE is unrealistic. It is endorsed by the Classical Association and Classics for All.