Papers by Simon Trafford
Greece & Rome , Volume 70 , Issue 2 , October 2023 , pp. 281 - 288, 2023
In Catullus 50, after an enjoyable day writing poetry with Licinius Calvus, the poet warns his fr... more In Catullus 50, after an enjoyable day writing poetry with Licinius Calvus, the poet warns his friend not to ignore him lest Nemesis punish him for it, ne poenas Nemesis reposcat a te (‘lest Nemesis demand punishment from you’). It will be proposed in this article that, in keeping with neoteric ideals, Catullus is playing on the phrase a te to create a bilingual pun on the Greek word ἄτη ‘delusion’, ‘mental blindness (often divinely sent)’.
Journal of Classics Teaching,, 2023
At the end of January 2022 the International Baccalaureate Organisation (IBO) published the new D... more At the end of January 2022 the International Baccalaureate Organisation (IBO) published the new Diploma syllabus for Classical Languages (for first assessment in 2024). The new IB Diploma syllabus has at its heart a desire to move away from the teaching of language and literature as two distinct skills, while embracing a broader range of teaching and assessment methods which do greater justice to the richness, diversity and range of skills students can, and do, develop through the learning of classical languages. In what follows, I will discuss the new IB Classical Languages syllabus and whether it lives up to these worthy aims.
Journal of Classics Teaching, 2017
It is well established that Latin has long suffered from not being included in the National Curri... more It is well established that Latin has long suffered from not being included in the National Curriculum. The effects of the National Curriculum have been far-reaching and nearly terminal for the teaching of Latin in state schools, an issue which has been discussed effectively already (Hunt, 2016; Tristram, 2003; Gay, 2003). In the face of the more serious issue of Latin being dropped by many schools due to its status outside the National Curriculum, one issue which is often overlooked is the lack of support and guidance concerning curriculum and assessment models for those departments still offering Latin. Many departments are guided by the course books they follow or the outcomes desired by the GCSE they take. These issues can lead to problems of their own, such as an over-reliance on the course book or too keen an eye on the end goal of the GCSE. Neither of these things is sustainable or desirable when it comes to a dynamic curriculum or meaningful assessment, and the satisfactory resolution of such problems often relies on serious input from outstanding practitioners within departments who can navigate these complicated issues – something not open to all. There has been help offered by the Association for Latin Teaching (ARLT) who have produced grade descriptors to help teachers who (paradoxically) need to conform to the same standards as other subjects when reporting ‘National Curriculum’ assessment. But this cannot be considered as anything more than a stopgap and only assists with one half of the issue. Alternatively, others may be attracted by the curriculum model offered by the American Classical League's Standards for Classical Language Learning (2016, draft) which offers a comprehensive and fully communicative approach to the teaching of Latin with their 5 Goals and which has been available for 20 years now. This, of course, cannot help with the other half of the problem: the UK assessment model.
Journal of Classics Teaching, 2017
In spite of its world-wide reach, the International Baccalaureate (IB) is still a relatively unkn... more In spite of its world-wide reach, the International Baccalaureate (IB) is still a relatively unknown quantity in many schools in the UK. Even if teachers know of the IB, very few teachers know how it works and even fewer have actually taught it. As a result, not enough Classicists realise how beneficial the IB can be for the teaching of Latin. This article aims at highlighting three main reasons why Classics teachers should be championing the International Baccalaureate in their sixth forms.
Thesis Chapters by Simon Trafford
PhD thesis, 2013
This thesis examines the theology of Aeschylus through a close text-based discussion of the natur... more This thesis examines the theology of Aeschylus through a close text-based discussion of the nature and justice of Zeus.
Teaching Documents by Simon Trafford
IB Classical Greek and Roman Studies (Classical Civilisation) Syllabus Guide, 2017
The CGRS syllabus (authored by Simon Trafford and Ian Grieve of Dartford Grammar School for the I... more The CGRS syllabus (authored by Simon Trafford and Ian Grieve of Dartford Grammar School for the IBO) for examinations starting in 2017. The syllabus offers modules in Greek Epic, Roman Epic, Greek Tragedy, Augustan Rome, Roman Architecture (among others).
Conference Presentations by Simon Trafford
Classical Association Conference paper, 2022
In this paper I will explain how the International Baccalaureate Diploma benefits the teaching of... more In this paper I will explain how the International Baccalaureate Diploma benefits the teaching of the classical languages at Sixth Form level and that all of us would benefit from more schools taking up the IBDP, not only because of an increase in student numbers but because of a cohesive and rich learning experience offered by the IBDP.
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Papers by Simon Trafford
Thesis Chapters by Simon Trafford
Teaching Documents by Simon Trafford
Conference Presentations by Simon Trafford