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.

The new ITT Common Core Framework (CCF) for teachers expects trainee and early-career teachers to adapt their teaching to support all students in class (Department for Education, 2021). What used to be called ‘differentiation’ is now referred to as ‘adaptive teaching’ and full details of what it consists of, as far as the Department for Education in England is concerned, can be found on pages 19–20 of the CCF document. Much of the advice of that document is about supporting students with special educational needs and disabilities, about teachers’ need to recognise that different students have different levels of prior attainment and may have barriers to learning, and how different types of student grouping may affect learning in different ways. It dismisses as a ‘common misconception’ that students have different learning styles and warns against teachers creating ‘distinct tasks for different groups of pupils’ or ‘setting lower expectations for particular pupils’.

This article describes the ways in which four non-specialist Latin teachers are introducing Latin to their schools1. The interviews reported here took place in four secondary schools in London and the South-East in 2019. The interviews were informal and were held with the teachers while I was consultant on behalf of the charity Classics for All while training non-specialists to introduce Latin into their schools, where no classical subjects had been offered previously. Teachers use Latin to meet Ofsted targets for the uptake of the English Baccalaureate (henceforth EBacc2) and to provide a broad and ambitious curriculum for all students. Resources and subject knowledge provide intellectual challenge and also stimulation. In conclusion I recommend greater support from the Department for Education (DfE) working with subject organisations to develop a coherent strategy for introducing classical subjects in state-maintained schools in order to support DfE and Ofsted objectives.

Trainees were encouraged to tell a mythological story to the class, lasting about ten minutes. They could use props and other visual aids if they wished, but the emphasis was for them to practise speaking before the class, using prompt cards if necessary, and employing all the techniques of a professional oral ‘poet’ – such as gesture, eye contact, tone of voice and so on. There is obviously considerable general interest among younger students about mythology. Locally, interest is captured by the Cambridge School Classics project which puts on an annual Ovid Mythology competition and the website War with Troy is used by several of the schools where trainees are placed. Its use as a stimulus for learning has been well-documented by its author and past PGCE subject lecturer Bob Lister (2005, 2007) and by Walker (2018), a former teacher trainee from the faculty. Some of the Latin textbooks such as Minimus (Bell, 1999) and Suburani (Hands-Up Education, 2020) contain myth episodes and are familiar to the teacher trainees. The GCSE and A Level qualifications often contain mythological subject matter. Khan-Evans (2018) has shown how older students of Classics have retained deep-rooted affection for mythological stories in their earlier schooldays. Research into the power of mythological storytelling as a stimulus for learning, creative arts and even therapy is current, as the Our Mythical Childhood project (2020) has demonstrated. A book of the project's work is eagerly anticipated next year. The recent Troy exhibition at the British Museum has also awoken considerable interest.

The mechanism through which developmental programming of offspring overweight/obesity following in utero exposure to maternal overweight/obesity operates is unknown but may operate through biologic pathways involving offspring anthropometry at birth. Thus, we sought to examine to what extent the association between in utero exposure to maternal overweight/obesity and childhood overweight/obesity is mediated by birth anthropometry. Analyses were conducted on a retrospective cohort with data obtained from one hospital system. A natural effects model framework was used to estimate the natural direct effect and natural indirect effect of birth anthropometry (weight, length, head circumference, ponderal index, and small-for-gestational age [SGA] or large-for-gestational age [LGA]) for the association between pre-pregnancy maternal body mass index (BMI) category (overweight/obese vs normal weight) and offspring overweight/obesity in childhood. Models were adjusted for maternal and child socio-demographics. Three thousand nine hundred and fifty mother–child dyads were included in analyses (1467 [57.8%] of mothers and 913 [34.4%] of children were overweight/obese). Results suggest that a small percentage of the effect of maternal pre-pregnancy BMI overweight/obesity on offspring overweight/obesity operated through offspring anthropometry at birth (weight: 15.5%, length: 5.2%, head circumference: 8.5%, ponderal index: 2.2%, SGA: 2.9%, and LGA: 4.2%). There was a small increase in the percentage mediated when gestational diabetes or hypertensive disorders were added to the models. Our study suggests that some measures of birth anthropometry mediate the association between maternal pre-pregnancy overweight/obesity and offspring overweight/obesity in childhood and that the size of this mediated effect is small.

The Council of University Classics Departments surveys of 1995 (CUCD, 1995) and 2012 (CUCD, 2012) demonstrated a restricted set of approaches to Latin teaching in UK universities with little evidence of activity outside grammar-translation and graded reading. Despite this, in the 2012 survey, some United Kingdom university tutors made claims for the benefits of experiencing more varied pedagogy, including communicative Latin, in their own previous study and in Summer School Immersion events (Lloyd, 2016a). In schools, a number of challenges continue to provide motivation to move away from current norms of provision (Forrest, 1996; Lister, 2007; Hunt, 2016). Meanwhile, in America, changes in curriculum and methods are being proposed and implemented to meet the challenges of falling enrolment on Latin and other Classics courses.

Despite the challenges which are involved, some secondary schools show determination to get Classics onto the timetable and into their curricular provision. The following three case studies draw on interviews with the people directly involved in doing so: the Principals and the teachers themselves. These experiences were captured at the time when they were getting Classics into their schools. The first is derived from an interview with a qualified specialist Classics teacher, ‘Rachel’, working in London. Latin already had a presence there from when the school had employed a part-time teacher; the remit was the development of a full Classics department. The second is based on interviews with the school head teacher and a non-specialist Modern Languages teacher ‘Yvonne’ who had been employed to start a Classics department from scratch in a school in the Midlands. The third is based on an interview with the Principal of an academy which had decided to introduce Latin not only into her own school with a new teacher ‘George’, but also into one that was not yet built. The respondents’ real names have, of course, been changed.

As a practitioner with 25 years of experience applying industrial and organizational (I-O) psychology concepts to address business challenges, I want to expand upon the point that “robust science is relevant” (Grand et al., 2018, p. 10)—specifically, that making two changes in the field's research direction could greatly increase the impact, value, and credibility of I-O psychology in the broader world of work.